Trayectorias formativas y la identidad profesional de futuros profesores de matemática

Abstract

Recently, the area of initial teacher training has been positioned in light of the societal demands within a field of research that explores he identity constructions that preservice teachers have developed within participation and learning spaces during their training. As part of their training trajectory,future teachers not only develop tasks and knowledge of the discipline but also social relationships that help construct identity orientations that will later affect their professional practice. In this context,this study explores those experiences and events that influence the trajectories and, in turn, the identity construction of a group of pre-service math’s’ teachers from a university in south-central Chile. Adopting a biographical-narrative design, 173 stories of formative experiences were collected through a survey of characterization and through biograms, where the motivations guiding the identity construction of 25 preservice teachers are observed. The results show that the presence of a teacher as a role model and their didactic interventions during the trajectories of these pre-service teachers prompt choices of becoming a professor of mathematics and vocations to be found and reaffirmed.