VOICES IN THE TEACHER IDENTITY OF EXPERIENCED EARLY CHILDHOOD EDUCATORS

Abstract

The present study seeks to identify and understand the voices of four experienced Chilean early childhood educators who are in dealing with critical incidents in their professional experience. Semi-structured interviews of narrative orientation, focused interviews and biograms were applied, on which a thematic analysis was conducted using tools of the dialogical self-theory. The critical incidents collected are temporally located in the first stage of their professional trajectory and show ruptures in the caregiving function, provoking emotions of frustration, guilt and anger. Identity tensions between the detected voices are identified in the stories, showing the transition from an educator in training to a professional educator.

IDENTITY; TEACHING; EARLY CHILDHOOD EDUCATION; LEARNING