Teachers' identity strategies in a training program

Abstract

The purpose of this article is to discuss the concept of professional identity and their relationships with the teaching profession. It is argued that teaching identity is experiencing a crisis that reflects the crisis of modernity. The crisis in the broad sense, represented by the inability of the education system to overcome injustices and social inequalities, is projected in the crisis of teacher professional identity, fueled by lack of professional recognition, proletarianization of teachers and privatization of education. Following this analysis, one presents a categorization of identity dynamics related to the teaching training process. It is proposed to apply these categories to a teacher training program, attended by 40 students. Data were obtained from "memories" written by the students and subjected to a content analysis.