Identity Preconceptions of Aspiring Teachers in a High School Pedagogy Program in the city of Santiago de Chile

Abstract

The objective of this article is to characterize the set of beliefs, emotions, and perspectives about the educational process, expressed in the identity preconfigurations of the teaching profession of the student cohort who applied to a Middle Pedagogy Program in 2019. For this purpose, their answers were analyzed from two instruments applied to the candidates in the application stage, in order to determine their entry profile and provide support during the formative phase, concluding that the identity preconfigurations determine to a great extent
the formative trajectory of the future teachers and constitute key tropes for their future actions at the level of practices and knowledge that frame and give meaning to their own professional practice.