Building Teacher Identity being School Student: School Experience and professional development

Abstract

The work is part of an inquiry about “The building of professional identity of teacher students in Andalusia (Spain). This inquiry examines: the experience of these students when they were in school; the experience of the same students in pre-service teacher training; and the experience of teachers in the early years as a professional. It is a narrative research along 3 years, which is developed in four universities of Andalusia (Spain). For the purposes of this paper we focus on the first phase of the research. 51 school accounts of students follow the first course for primary school teacher at the University of Malaga are analysed The axes of discussion of the results, which are grounding from the stories, could focus as following: School routines and the models they represent; the idealization (positive or negative) of the teachers when they are school students; school practices oriented order, discipline and evaluation; emphasis on “non-school” life experiences inside school; lack of gender models; strong incidence of the relationships. These factors contribute to generate professional models in primary teacher students incorporating a representation of the profession and the systems of thought and action to develop.