Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional
In recent decades, there has been extensive research into the identity of teachers, with a particular focus on early education teachers. However, there is a noticeable gap in research regarding the formation of the identity of mathematics teachers during their professional training. The main objecti...
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Universidad de Costa Rica
2024
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/55608 |
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| _version_ | 1804220835198664704 |
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| author | Rivera Abrajan, Magdalena Reséndiz Rodríguez, Carlos Salas Vega, Raúl |
| author_facet | Rivera Abrajan, Magdalena Reséndiz Rodríguez, Carlos Salas Vega, Raúl |
| author_sort | Rivera Abrajan, Magdalena |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | In recent decades, there has been extensive research into the identity of teachers, with a particular focus on early education teachers. However, there is a noticeable gap in research regarding the formation of the identity of mathematics teachers during their professional training. The main objective of this article is to present the significant elements in the formation of professional identity, as perceived from the perspective of students, highlighting the aspects they consider important in their university education.This study adopts a qualitative and exploratory approach. The collection of narratives took place during the period from February to March 2020. Eleven students who comprised the final semester of the bachelor’s degree program in Mathematics at the Universidad Autónoma de Guerrero, Mexico, were invited to participate in the research. Data collection was carried out through the writing of a school narrative, which covered nearly four years of their university experience, as well as some episodes from their prior education. In addition, group interviews were conducted via video conference due to the COVID-19 health emergency. Data analysis was performed using a thematic analysis approach, resulting in the identification of four categories that, in turn, grouped eleven significant themes for students in the formation of their professional identity. This study concludes that analyzing the experiences lived by students, as narrated in their narratives, provides valuable insight into their professional identity. It delves into how they perceive and express their identity in relation to other professionals in training, as well as how they attribute meaning to their experiences and integrate them as a fundamental part of their journey to becoming educators. |
| format | Online |
| id | INIE-RAIE-article-55608 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2024 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-556082024-03-08T16:55:51Z Elements that students perceive as a mathematics teacher in the configuration of their professional identity. Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional Rivera Abrajan, Magdalena Reséndiz Rodríguez, Carlos Salas Vega, Raúl identity math teacher University education math teaching identidad docente educación superior enseñanza de matemáticas In recent decades, there has been extensive research into the identity of teachers, with a particular focus on early education teachers. However, there is a noticeable gap in research regarding the formation of the identity of mathematics teachers during their professional training. The main objective of this article is to present the significant elements in the formation of professional identity, as perceived from the perspective of students, highlighting the aspects they consider important in their university education.This study adopts a qualitative and exploratory approach. The collection of narratives took place during the period from February to March 2020. Eleven students who comprised the final semester of the bachelor’s degree program in Mathematics at the Universidad Autónoma de Guerrero, Mexico, were invited to participate in the research. Data collection was carried out through the writing of a school narrative, which covered nearly four years of their university experience, as well as some episodes from their prior education. In addition, group interviews were conducted via video conference due to the COVID-19 health emergency. Data analysis was performed using a thematic analysis approach, resulting in the identification of four categories that, in turn, grouped eleven significant themes for students in the formation of their professional identity. This study concludes that analyzing the experiences lived by students, as narrated in their narratives, provides valuable insight into their professional identity. It delves into how they perceive and express their identity in relation to other professionals in training, as well as how they attribute meaning to their experiences and integrate them as a fundamental part of their journey to becoming educators. En las últimas décadas se ha investigado ampliamente la identidad del profesorado a través de un enfoque particular en el profesorado de ciclos iniciales. Sin embargo, se ha observado una notable carencia en cuanto a investigaciones relacionadas con la configuración de la identidad del profesorado de matemáticas durante su proceso de formación profesional. El objetivo de este artículo fue presentar los elementos significativos en la configuración de la identidad profesional, tal como se perciben desde la perspectiva del alumnado, mediante los aspectos que consideran importantes en su educación universitaria. Este estudio adopta un enfoque cualitativo de carácter exploratorio. La recopilación de las narrativas se llevó a cabo durante el periodo comprendido entre febrero y marzo del 2020. Se invitó a participar en la investigación a las once personas participantes que conformaban el último semestre de la licenciatura en Matemáticas de la Universidad Autónoma de Guerrero, México. La obtención de datos se realizó mediante la redacción de una narrativa escolar de su experiencia en la universidad, así como algunos episodios de su educación previa. Además, se llevaron a cabo entrevistas en grupos focales a través de videoconferencia, esto debido a la emergencia sanitaria declarada por COVID-19. El análisis de los datos se llevó a cabo mediante un enfoque de análisis temático, lo que resultó en la identificación de cuatro categorías que, a su vez, agrupaban once temas significativos para el estudiantado en la configuración de su identidad profesional. Se concluyó que el análisis de las experiencias vividas por el alumnado, tal como se relatan en sus narrativas, proporciona una valiosa comprensión de su identidad profesional; permite adentrarse en cómo perciben y expresan su identidad en relación con otros y otras profesionales en formación, así como en cómo atribuyen significado a sus experiencias y las integran como parte fundamental de su proceso de conversión a docentes. Universidad de Costa Rica 2024-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article texto application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf text/xml application/zip https://revistas.ucr.ac.cr/index.php/aie/article/view/55608 10.15517/aie.v24i1.55608 Actualidades Investigativas en Educación; Vol. 24 No. 1 (2024): (January-April); 1-30 Actualidades Investigativas en Educación; Vol. 24 Núm. 1 (2024): (Enero-Abril); 1-30 Actualidades Investigativas en Educación; v. 24 n. 1 (2024): (Janeiro-Abril); 1-30 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/55608/59513 https://revistas.ucr.ac.cr/index.php/aie/article/view/55608/58510 https://revistas.ucr.ac.cr/index.php/aie/article/view/55608/59801 https://revistas.ucr.ac.cr/index.php/aie/article/view/55608/59802 Derechos de autor 2023 Magdalena Rivera Abrajan, Carlos Reséndiz Rodríguez, Raúl Salas Vega http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | identity math teacher University education math teaching identidad docente educación superior enseñanza de matemáticas Rivera Abrajan, Magdalena Reséndiz Rodríguez, Carlos Salas Vega, Raúl Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional |
| title | Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional |
| title_alt | Elements that students perceive as a mathematics teacher in the configuration of their professional identity. |
| title_full | Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional |
| title_fullStr | Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional |
| title_full_unstemmed | Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional |
| title_short | Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional |
| title_sort | elementos que percibe el estudiantado del profesorado en matematicas en la configuracion de su identidad profesional |
| topic | identity math teacher University education math teaching identidad docente educación superior enseñanza de matemáticas |
| topic_facet | identity math teacher University education math teaching identidad docente educación superior enseñanza de matemáticas |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/55608 |
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