El papel de las condiciones de trabajo en la construcción de la identidad docente: corporalidades, afectos y saberes

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This article attempts to contribute to the debate on teacher identity as a professional category, based on conceptualizations that consider the global economy and current transformations at work. In this framework, the constitution of teacher identity is paradoxical: It implies a tension between teachers' interest in their own training and serving others, and their subjugation to conditions no longer limited to initial work (instability, exploitation, etc.). With a group of novice elementary teachers who parti-cipated in a study fi nanced by Spain's Ministry of the Economy and Competitiveness, we explored some of these transformations, which aff ect their working conditions and are reconfi guring today's notions of being a professional and working as a teacher ​
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