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Article

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Published version

Publication date

2024-10

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cc by (c) Berbegal, Alfredo et al., 2024
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/221120

Becoming a secondary school teacher: Keys to a meaningful professional identity

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https://doi.org/10.1016/j.tate.2024.104697

Abstract

This study explores the construction of teachers' identities during their pre-service training and their initial period of professional induction. Thirteen life stories of novice teachers of differing characteristics attending the Master's Degree in Secondary Education Teaching at the University of Barcelona (Spain) are analysed. Findings identify four dimensions in identity construction (attribution, projection, development and transformation) and analyze their key components. The implications of the findings are discussed in terms of the dialectic between the professionalizing models in the training programme and the professional communities and teachers' specific personal processes of professional self-determination.

Subject

Professors d'educació secundària, Formació del professorat

Subject (English)

High school teachers, Teacher training

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Articles publicats en revistes (Didàctiques Aplicades)

Citation

BERBEGAL, Alfredo, et al. Becoming a secondary school teacher: Keys to a meaningful professional identity. Teaching and Teacher Education. 2024. Vol. 148, num. 104697. ISSN 0742-051X. [consulted: 10 of June of 2026]. Available at: https://hdl.handle.net/2445/221120

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