Identidad profesional y progreso académico en la formación inicial de futuros profesores chilenos: Estudio mixto

The objective of this study is to determine and compare the levels of professional identity of future teachers from three Chilean universities, according to their academic progression, characterizing this construction from their subjective theories. A mixed sequential cross-sectional Quanti-Qual study was conducted, with the participation of 662 future teachers from three Chilean universities. A scale of professional teacher identity, a sociodemographic survey and episodic interviews were applied.

Quantitative analysis was performed using Spearman's correlation and Kruskall Wallis test, to compare professional identity according to the level completed by future teachers.

For the qualitative analysis, grounded theory was applied. Significant differences were found in the levels of professional identity when comparing the first, third, fourth and fifth year courses, and subjective theories that explain these differences. A comprehensive model was developed, where the complexity of subjective theories and professional knowledge acquired in professional practice explain the decline in professional identity in the last years of study.

In the discussion, the results from the literature are analyzed and it is recommended to systematically and plannedly address the construction of the professional identity of teachers during initial training.