The contribution of Educational Renewal Movements in Madrid: the creation of a professional identity and teachers’ socialization

Abstract

INTRODUCTION. In this paper we analyse how Educational Renewal Movements (ERMs) in the Madrid region have contributed to the creation of a supportive social network and the formation of fellow teachers’ professional identity. Such effects rank, in our consideration, among ERMs’ most significant contributions to the overall professional development of teachers. After a brief introduction to ERMs and their features, the core theoretical aspects of the present research are outlined: professional identity and teachers’ socialization. METHOD. This article work is based on an interpretative-naturalistic approach to educational research. Three techniques and datacollecting tools have been used: content analysis of ERMs’ written documents, participating observation through a researcher’s diary and in-depth interviews with thematic experts. RESULTS. Data-analysis shows how ERMs prevent teachers’ isolation, build up role-models and are formed and organised as cohesive groups, oriented at both work and personal and social support. As observed, participative communities are created for collaborative working with continuous training as a starting point, a whole social network of support is built through reflection, exchange of ideas, sharing of educational experiences, debate, observation and analysis of theoretical and practical proposals. DISCUSSION. The joint work of ERMs results in a display of life-experiences and professional exchange which pervades the social, emotional and personal areas of each participating subject. Its effects reinforce and enlarge interconnections in a social and personal support network which proves crucial to ensure a wide professional development for teachers, as well as their own welfare.