Teacher identity and self-formation in the Bilingual-Intercultural Normal Schools of Oaxaca

Abstract

This paper presents the results of a research study on academics working at the Escuela Normal Bilingal-Intercultural de Oaxaca (ENBIO). This institution proposes a teacher training model linked to the languages and sociocultural practices of the Oaxaca context. The objective was to understand the process of self-training and professional identity of the academics, referred to as teacher trainers, in relation to their educational project. Using a qualitative methodology with a narrative perspective, seven in-depth interviews were conducted and analyzed following the method of analytical induction. The study found a complex network of distinctions and political and educational positions among the trainers, which align with their interest in self-training and their commitment to professionalization, both as teachers and researchers. Additionally, a growing interest was identified in strengthening their identity processes as they interact with their students and academic peers, as well as in the constant reflection on their identity self-ascription and teaching practice. In conclusion, tensions and conflicts were observed in recognizing themselves as higher education academics and as promoters of an educational project with a “community” educational perspective.