Wished-for and Unwished-for Identities
Edited By Flocel Sabaté
Representations of childhood and education in the initial training of teacher’s identities
Carme MOLET, Olga BERNAD, Dídac MATEO
Universitat de Lleida
Learning about the initial ideas and thoughts of our students on childhood and education is essential, as they constitute teacher’s expectations, some knowledge and desires that will be the substrate of their new learning at University. So, we wonder ourselves, what aspects make up their desire to be teachers? What symbolic representations have these girls and these boys on childhood? What are the discourses they reproduce and what educational practices build these speeches? This leads us to consider about these terms – focusing on them as discursive realities – and exploring them on how these discourses influence in the construction of teacher’s identities. Professional identities that emerge from multiple identifications, which are rooted in different traditions, practices and discourses (of gender, class, status, ethnicity…), since the issue of teacher’s identity cannot be abstracted from the general topic of identity formation.
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