From student to teacher: considerations for the construction of the teacher identity from the initial training

Abstract

This essay aims to bring a philosophical discussion about the importance of developing a teaching identity in students from the first years of the initial teacher training, giving importance to the previous trajectory that they bring from their experience as students in the different educational stages. It also makes a defense for the expansion of moments and spaces for critical reflection within the university so that students learn from the beginning of their training to carry out theoretical-practical reflections that help them in the process of formation of the teaching identity. For that to happen, the creation of spaces or learning networks is proposed where teachers of higher education and the school context can, together with the students, share experiences and reflections that contribute to a general improvement in student learning and in the quality of education offered by universities and schools. It is argued that only through the process of reflection-action educational spaces can be transformed into true spaces for learning, social practice and the training of critical, inclusive, reflective teachers prepared for the new demands of the 21st century.