Characterization of the professional identity of teachers in higher education in relation to comprehensive education
DOI:
https://doi.org/10.15332/erdi.v12i1.2884Keywords:
Higher education, Professional identity, Comprehensive education, EmotionsAbstract
The purpose of this study was to characterize the professional identity of teachers in higher education in relation to comprehensive education. Data has been collected from a sample of 588 teachers in different professional fields. For this purpose, a Likert-type questionnaire was designed that explored three identity dimensions: beliefs, practical theories, and feelings of the teaching staff, in relation to ethical and axiological, aptitude, emotional and disciplinary training. The results were obtained through descriptive analysis, factor analysis and relative frequencies, showing the identity preferences of the teachers, within which the orientation towards the formation of feelings stood out and the existence of four factors that corroborated the dimensions under study, in addition to the homogeneous nature of teachers' preferences in relation to this field of teaching despite their professional differences. The results are relatively new in the context of identity studies.
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References
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Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Lawrence Erlbaum.
Araiza, M. J., Dorfer, C. y Castillo Corpus, R. (2012) La formación integral de los estudiantes: Reflexiones sobre la apreciación de los profesores de una institución de educación superior en México. 8vo Congreso Internacional de Educación Superior. La Habana, Cuba. https://www.researchgate.net/publication/264120905_la_formacion_integral_de_los_estudiantes_reflexiones_sobre_la_apreciacion_de_los_profesores_de_una_institucion_de_educacion_superior_en_mexico
Beauchamp, C. y Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C. y Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Buitink, J. (2009). What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25(1), 118–127. https://doi.org/10.1016/j.tate.2008.07.009
Díaz Díaz, A. L. y Pérez Angulo, M. I. (2008). El compromiso del profesor universitario con la formación integral de sus estudiantes. Docencia universitaria, 9(1), 113-124. https://revistas.uis.edu.co/index.php/revistadocencia/article/view/569
Espinoza, N. y Pérez Reyes, M. (2003). La formación integral del docente universitario como una alternativa a la educación necesaria en tiempos de cambio. Fermentum. Revista Venezolana de Sociología y Antropología, 13(38), 483-506. https://www.redalyc.org/articulo.oa?id=70503805
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125. https://doi.org/10.2307/1167322
Gómez Torres, F. (2015). La identidad profesional de los profesores de matemáticas y ciencias sociales en la educación secundaria [Tesis Doctoral, Doctorado Interuniversitario en Psicología de la Educación]. Universidad Autónoma de Barcelona. https://ddd.uab.cat/pub/tesis/2016/hdl_10803_377472/fgt1de1.pdf
Hamman, D., Gosselin, K., Romano, J. y Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1349-1361. https://doi.org/10.1016/j.tate.2010.03.005
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7
Hermans, H. J. M. (2001). The dialogical self: Toward a theory of ´personal and cultural positioning. Culture & Psychology, 7(3), 243-281. https://doi.org/10.1177/1354067X0173001
Huerta Rosales, M., Penadillo Lirio, R. y Kaqui Valenzuela, M. (2017). Construcción del currículo universitario con enfoque de competencias. Una experiencia participativa de 24 carreras profesionales de la UNASAM. Revista Iberoamericana de Educación. (74), 83-106. https://doi.org/10.35362/rie740609
Instituto de Estadística de la UNESCO. (2013). Clasificación Internacional Normalizada de la Educación CINE 2011. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). https://uis.unesco.org/sites/default/files/documents/isced-2011-sp.pdf
Korhonen, V. y Törmä, S. (2014). Engagement with a teaching career – how a group of Finnish university teachers experience teacher identity and professional growth. Journal of Further and Higher Education. 40(1), 65-82. https://doi.org/10.1080/0309877X.2014.895301
Levin, B. y He, Y. (2008). Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs). Journal of Teacher Education, 59(1): 55–68. https://doi.org/10.1177/0022487107310749
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A. y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
Mahmood, A., Nudrat, S., Asdaque, M. M., Nawaz, A. y Haider, N. (2011). Job satisfaction of secondary school teachers: A comparative analysis of gender, urban and rural schools. Asian Social Science. 7(8), 203-208. https://doi.org/10.5539/ass.v7n8p203
Martínez Martín, M. (2006). Formación para la ciudadanía y educación superior. Revista Iberoamericana de Educación, (42), 85-102. http://hdl.handle.net/2445/57105
Meihami, H. (2021). EFL teachers' professional identity development through potentially exploitable pedagogical activities. International Journal of Language Studies, 15 (2), 47-66. http://ikiu.ac.ir/public-files/profiles/items/e24d924aa85eb704db18cb8f7ffe15a0.pdf
Meirink, J. A., Meijer, P. C., Verloop, N. y Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89-100. https://doi.org/10.1016/j.tate.2008.07.003
Monereo, C. (2014). Las competencias del profesor universitario del siglo XXI: hacia una identidad profesional docente. En C. Monereo (Coord.), Enseñar a enseñar en la Universidad: la formación del profesorado basada en incidentes críticos (pp. 39-61). Ediciones Octaedro e ICE. http://dx.doi.org/10.13140/2.1.1157.5369
Monereo, C. y Badia, A. (2011) Los heterónimos del docente. Identidad, selfs y enseñanza. En C. Monereo y J. Pozo (Eds.), La identidad en Psicología de la Educación. Necesidad, utilidad y límites (pp. 57-76). Narcea.
Orozco, L. (1999). La formación integral. Mito y realidad. Tercer Mundo Editores.
Patrick, H. y Pintrich P. R. (2001). Conceptual change in teachers´ intuitive conceptions of learning, motivation, and instruction: the roles of motivational and epistemological beliefs. En B. Torff y R. J. Sternberg (Eds.), Understanding and teaching the intuitive mind (pp. 117-143). Lawrence Erlbaum.
Prieto Parra, M. (2004). La construcción de la identidad profesional del docente: un desafío permanente. Revista Enfoques Educacionales, 6(1), 29-49. https://revistas.uchile.cl/index.php/REE/article/view/48128
Reio, T. G., (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21(8), 985-993. https://doi.org/10.1016/j.tate.2005.06.008
Reynoso Flores, M., Castillo Elizondo, J A. y Dimas Rangel, M. I. (2014). La formación integral del estudiantado de ingeniería a través de la educación continua. Revista Electrónica Educare, 18(1), 77-96. https://doi.org/10.15359/ree.18-1.4
Rodgers, C. R. y Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. En M. Cochram-Smith, S. Feiman-Nemser, D. J. Mcintyre y K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing context (3rd ed., pp. 732-755). Routledge, Taylor & Francis Group/Association of Teacher Educators.
Salgado, J. y Hermans, H. J. M. (2005). The Return of Subjectivity: From a Multiplicity of Selves to the Dialogical Self. E-Journal of Applied Psychology: Clinical Section, 1(1), 3-13. https://www.researchgate.net/publication/216730312
Sfard, A. y Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014
Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(3), 616-621. https://doi.org/10.1016/j.tate.2009.09.009
Sierra, J. (2014). Una experiencia en la formación humana y la integración de saberes. Estudios, 110(12), 147-158.
Stenberg, K., Karlsson, L., Pitkaniemi, H. y Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education. 37(2), 204-219. https://doi.org/10.1080/02619768.2014.882309
Sutton, R. E. y Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-355. https://doi.org/10.1023/A:1026131715856
Tobón, S. (2008). La formación basada en competencias en la educación superior: el enfoque complejo. Universidad Autónoma de Guadalajara. http://biblioteca.udgvirtual.udg.mx/jspui/handle/123456789/3491
Van Veen, K. y Lasky, S. (2005). Emotions as a lens to explore teacher identity and change: Different theoretical approaches. Teaching and Teacher Education, 21(8), 895-898. https://doi.org/10.1016/j.tate.2005.06.002
Van Veen, K., Sleegers, P. y Van de Ven P. H. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reform. Teaching and Teacher Education, 21(8), 917-934. https://doi.org/10.1016/j.tate.2005.06.004
Villa Sánchez, A. y Villa Leicea, O. (2007). El aprendizaje basado en competencias y el desarrollo de la dimensión social en las universidades. Educar, 40, 15-48. https://doi.org/10.5565/rev/educar.149
Vloet, K. (2009). Career learning and teachers’ professional identity: narratives in dialogue. En M. Kuijpers y F. Meijers (Eds.), Career learning. Research and practice in education (pp. 69-83). Euroguidance. https://www.researchgate.net/publication/255580655
Vloet, K. y Van Swet, J. (2010). ‘I can only learn in dialogue!’ Exploring professional identities in teacher education. Professional Development in Education, 36(1-2), 149-168.
Walker, M. (2011). ¿Aptitudes y qué más? Principios para las pedagogías de praxis en la educación superior. Universitas-XXI, Revista de Ciencias Sociales y Humanas, (15), 85-107. https://doi.org/10.17163/uni.n15.2011.03
Zahonero Robira, A. y Martín Bris, M. (2012). Formación Integral del profesorado: hacia el desarrollo de competencias personales y de valores en los docentes. Tendencias Pedagógicas, 20, 51-70. https://revistas.uam.es/tendenciaspedagogicas/article/view/2014
Zanting, A., Verloop, N. y Vermunt, J. D. (2003). How do Student Teachers Elicit their Mentor Teachers' Practical Knowledge?. Teachers and Teaching, 9(3), 197–211. https://doi.org/10.1080/13540600309383
Alcaraz Marín, A., Figueroa Meza, L. S., Aldrete Chávez, M. C., Rujano Silva, M. L. y Nuñez Maciel, O. (2015). La formación integral en el Centro Universitario del Sur de la Universidad de Guadalajara desde la perspectiva del docente. InterScience Place, 10(2), 1-21. https://scholar.archive.org/work/sv7fobidvngk7lmc42tyhogjp4/access/wayback/http://www.interscienceplace.org/isp/index.php/isp/article/download/342/316
Alonso Sáez, A., Lobato Fraile, C. y Arandia Loroño, M. (2015). La identidad profesional docente como clave para el cambio en la educación superior. Opción, 31(5), 51-74. https://www.redalyc.org/articulo.oa?id=31045570004
Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Lawrence Erlbaum.
Araiza, M. J., Dorfer, C. y Castillo Corpus, R. (2012) La formación integral de los estudiantes: Reflexiones sobre la apreciación de los profesores de una institución de educación superior en México. 8vo Congreso Internacional de Educación Superior. La Habana, Cuba. https://www.researchgate.net/publication/264120905_la_formacion_integral_de_los_estudiantes_reflexiones_sobre_la_apreciacion_de_los_profesores_de_una_institucion_de_educacion_superior_en_mexico
Beauchamp, C. y Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C. y Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Buitink, J. (2009). What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25(1), 118–127. https://doi.org/10.1016/j.tate.2008.07.009
Díaz Díaz, A. L. y Pérez Angulo, M. I. (2008). El compromiso del profesor universitario con la formación integral de sus estudiantes. Docencia universitaria, 9(1), 113-124. https://revistas.uis.edu.co/index.php/revistadocencia/article/view/569
Espinoza, N. y Pérez Reyes, M. (2003). La formación integral del docente universitario como una alternativa a la educación necesaria en tiempos de cambio. Fermentum. Revista Venezolana de Sociología y Antropología, 13(38), 483-506. https://www.redalyc.org/articulo.oa?id=70503805
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125. https://doi.org/10.2307/1167322
Gómez Torres, F. (2015). La identidad profesional de los profesores de matemáticas y ciencias sociales en la educación secundaria [Tesis Doctoral, Doctorado Interuniversitario en Psicología de la Educación]. Universidad Autónoma de Barcelona. https://ddd.uab.cat/pub/tesis/2016/hdl_10803_377472/fgt1de1.pdf
Hamman, D., Gosselin, K., Romano, J. y Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1349-1361. https://doi.org/10.1016/j.tate.2010.03.005
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7
Hermans, H. J. M. (2001). The dialogical self: Toward a theory of ´personal and cultural positioning. Culture & Psychology, 7(3), 243-281. https://doi.org/10.1177/1354067X0173001
Huerta Rosales, M., Penadillo Lirio, R. y Kaqui Valenzuela, M. (2017). Construcción del currículo universitario con enfoque de competencias. Una experiencia participativa de 24 carreras profesionales de la UNASAM. Revista Iberoamericana de Educación. (74), 83-106. https://doi.org/10.35362/rie740609
Instituto de Estadística de la UNESCO. (2013). Clasificación Internacional Normalizada de la Educación CINE 2011. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). https://uis.unesco.org/sites/default/files/documents/isced-2011-sp.pdf
Korhonen, V. y Törmä, S. (2014). Engagement with a teaching career – how a group of Finnish university teachers experience teacher identity and professional growth. Journal of Further and Higher Education. 40(1), 65-82. https://doi.org/10.1080/0309877X.2014.895301
Levin, B. y He, Y. (2008). Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs). Journal of Teacher Education, 59(1): 55–68. https://doi.org/10.1177/0022487107310749
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A. y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
Mahmood, A., Nudrat, S., Asdaque, M. M., Nawaz, A. y Haider, N. (2011). Job satisfaction of secondary school teachers: A comparative analysis of gender, urban and rural schools. Asian Social Science. 7(8), 203-208. https://doi.org/10.5539/ass.v7n8p203
Martínez Martín, M. (2006). Formación para la ciudadanía y educación superior. Revista Iberoamericana de Educación, (42), 85-102. http://hdl.handle.net/2445/57105
Meihami, H. (2021). EFL teachers' professional identity development through potentially exploitable pedagogical activities. International Journal of Language Studies, 15 (2), 47-66. http://ikiu.ac.ir/public-files/profiles/items/e24d924aa85eb704db18cb8f7ffe15a0.pdf
Meirink, J. A., Meijer, P. C., Verloop, N. y Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89-100. https://doi.org/10.1016/j.tate.2008.07.003
Monereo, C. (2014). Las competencias del profesor universitario del siglo XXI: hacia una identidad profesional docente. En C. Monereo (Coord.), Enseñar a enseñar en la Universidad: la formación del profesorado basada en incidentes críticos (pp. 39-61). Ediciones Octaedro e ICE. http://dx.doi.org/10.13140/2.1.1157.5369
Monereo, C. y Badia, A. (2011) Los heterónimos del docente. Identidad, selfs y enseñanza. En C. Monereo y J. Pozo (Eds.), La identidad en Psicología de la Educación. Necesidad, utilidad y límites (pp. 57-76). Narcea.
Orozco, L. (1999). La formación integral. Mito y realidad. Tercer Mundo Editores.
Patrick, H. y Pintrich P. R. (2001). Conceptual change in teachers´ intuitive conceptions of learning, motivation, and instruction: the roles of motivational and epistemological beliefs. En B. Torff y R. J. Sternberg (Eds.), Understanding and teaching the intuitive mind (pp. 117-143). Lawrence Erlbaum.
Prieto Parra, M. (2004). La construcción de la identidad profesional del docente: un desafío permanente. Revista Enfoques Educacionales, 6(1), 29-49. https://revistas.uchile.cl/index.php/REE/article/view/48128
Reio, T. G., (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21(8), 985-993. https://doi.org/10.1016/j.tate.2005.06.008
Reynoso Flores, M., Castillo Elizondo, J A. y Dimas Rangel, M. I. (2014). La formación integral del estudiantado de ingeniería a través de la educación continua. Revista Electrónica Educare, 18(1), 77-96. https://doi.org/10.15359/ree.18-1.4
Rodgers, C. R. y Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. En M. Cochram-Smith, S. Feiman-Nemser, D. J. Mcintyre y K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing context (3rd ed., pp. 732-755). Routledge, Taylor & Francis Group/Association of Teacher Educators.
Salgado, J. y Hermans, H. J. M. (2005). The Return of Subjectivity: From a Multiplicity of Selves to the Dialogical Self. E-Journal of Applied Psychology: Clinical Section, 1(1), 3-13. https://www.researchgate.net/publication/216730312
Sfard, A. y Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014
Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(3), 616-621. https://doi.org/10.1016/j.tate.2009.09.009
Sierra, J. (2014). Una experiencia en la formación humana y la integración de saberes. Estudios, 110(12), 147-158.
Stenberg, K., Karlsson, L., Pitkaniemi, H. y Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education. 37(2), 204-219. https://doi.org/10.1080/02619768.2014.882309
Sutton, R. E. y Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-355. https://doi.org/10.1023/A:1026131715856
Tobón, S. (2008). La formación basada en competencias en la educación superior: el enfoque complejo. Universidad Autónoma de Guadalajara. http://biblioteca.udgvirtual.udg.mx/jspui/handle/123456789/3491
Van Veen, K. y Lasky, S. (2005). Emotions as a lens to explore teacher identity and change: Different theoretical approaches. Teaching and Teacher Education, 21(8), 895-898. https://doi.org/10.1016/j.tate.2005.06.002
Van Veen, K., Sleegers, P. y Van de Ven P. H. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reform. Teaching and Teacher Education, 21(8), 917-934. https://doi.org/10.1016/j.tate.2005.06.004
Villa Sánchez, A. y Villa Leicea, O. (2007). El aprendizaje basado en competencias y el desarrollo de la dimensión social en las universidades. Educar, 40, 15-48. https://doi.org/10.5565/rev/educar.149
Vloet, K. (2009). Career learning and teachers’ professional identity: narratives in dialogue. En M. Kuijpers y F. Meijers (Eds.), Career learning. Research and practice in education (pp. 69-83). Euroguidance. https://www.researchgate.net/publication/255580655
Vloet, K. y Van Swet, J. (2010). ‘I can only learn in dialogue!’ Exploring professional identities in teacher education. Professional Development in Education, 36(1-2), 149-168.
Walker, M. (2011). ¿Aptitudes y qué más? Principios para las pedagogías de praxis en la educación superior. Universitas-XXI, Revista de Ciencias Sociales y Humanas, (15), 85-107. https://doi.org/10.17163/uni.n15.2011.03
Zahonero Robira, A. y Martín Bris, M. (2012). Formación Integral del profesorado: hacia el desarrollo de competencias personales y de valores en los docentes. Tendencias Pedagógicas, 20, 51-70. https://revistas.uam.es/tendenciaspedagogicas/article/view/2014
Zanting, A., Verloop, N. y Vermunt, J. D. (2003). How do Student Teachers Elicit their Mentor Teachers' Practical Knowledge?. Teachers and Teaching, 9(3), 197–211. https://doi.org/10.1080/13540600309383
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2022-06-30
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Gómez Torres FH, Castro Gutiérrez GY, Romero Neisa WH. Characterization of the professional identity of teachers in higher education in relation to comprehensive education. ESPIRAL [Internet]. 2022Jun.30 [cited 2025Dec.7];12(1):23-4. Available from: https://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2884
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