Biographical traces of early childhood educators in initial teacher training: Narratives of the construction of professional identity

Abstract

The purpose of this article is to address the process of identity construction of eight experienced early childhood educators in Chile, analyzing those biographical traces that constitute their experience in initial teacher education (ITE). The method is qualitative, descriptive-interpretative in scope and with a biographical-narrative orientation, developed from semi-structured interviews, timelines and biograms. A thematic analysis is developed in which those biographical traces valued by the educators were grouped and it is concluded that the traces are mainly associated with practicum experiences, personal experiences and university experiences. It is emphasized that need to incorporate in ITE a perspective of identity construction, both in the practicum and in the rest of the subjects, articulating both the subjective and objective aspects of the teaching work in early childhood education.