Reflective practice and teacher professional identity in training trajectories
DOI:
https://doi.org/10.71112/02ws7829Keywords:
reflective practice, teacher professional identity, teacher education, interview, innovationAbstract
The objective of the study was to analyze the influence of the modes and models of initial teacher education experienced by Peruvian teachers on the gradual consolidation of their professional identity and on the development of reflective practice regarding their own pedagogical practice. The study was conducted from a qualitative methodological perspective, framed within the interpretive paradigm and guided by a hermeneutic orientation. Data were collected through a semi-structured interview administered to two Peruvian teachers, anonymously identified as Teacher 1 and Teacher 2. The instrument was organized into four blocks: professional pre-socialization, initial teacher education, early years of teaching practice, and continuing professional development. The information collected was analyzed through interpretive coding and categorization. The findings provide clear evidence that teacher professional identity is progressively constructed through biographical experiences, pre-service teaching practice, the early years of professional practice, professional mentoring, and ongoing education. It was also found that experience acquires formative value when it is critically interpreted. The study concluded that reflective practice before, during, and after pedagogical practice constitutes a fundamental axis for transforming teacher education, overcoming instrumental models, and strengthening autonomous, critical professionals who investigate their own practice.
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