Identidad profesional en educación física: una revisión de la literatura (Professional identity in physical education: a review of literature)
DOI:
https://doi.org/10.47197/retos.v46.94479Palabras clave:
identidad profesional docente, identidad profesional, educación física, revisión de literatura, maestrosResumen
La identidad profesional de los docentes forma sus opiniones educativas, lo que influye en su comportamiento, acción y toma de decisiones. Este estudio fue diseñado con el objetivo de localizar, compilar y analizar artículos sobre la identidad profesional en el contexto de la educación física e identificar elementos que contribuyen a la construcción de la identidad profesional. Seleccionamos identidad profesional y educación física como elementos de búsqueda en Web of Science, ERIC, SPORTDiscuss y Scopus. Para investigar la década anterior de investigación, limitamos el estudio a artículos publicados entre 2010 y 2020. Este trabajo combina publicaciones recientes escritas en portugués, inglés y español. La búsqueda en la base de datos arrojó 27 artículos relevantes. Los temas presentes en los artículos se pueden dividir en dos grupos: aquellos vinculados a actores clave e influencias en la identidad profesional de los profesores de educación física, y aquellos relacionados con los futuros profesores de educación física. Se descubrieron los siguientes temas que influyen en la formación de la identidad profesional de los docentes: relaciones (estabelecidas dentro de su contexto de actuación), negociación de la identidad, transformación de la identidad, aprendizaje permanente, percepción de los compañeros y el contexto de la clase. Los siguientes temas impactan en la formación de la identidad profesional de los futuros docentes: la experiencia de la práctica docente, las experiencias previas, una comunidad de práctica y el cuerpo de docentes. La formación de la identidad profesional es un proceso intrincado caracterizado por una mezcla diversa de representaciones personales, profesionales, ambientales y sociales que interactúan en tiempo real.
Abstract. Teachers’ professional identity shapes teachers’ educational views, impacting their behaviour, action and decision making. This study was designed with the goal of locating, compiling and analysing articles regarding professional identity in the physical education context and identifying elements that contribute to professional identity construction. We selected professional identity and physical education as search items in Web of Science, ERIC, SPORTDiscuss and Scopus. To investigate the previous decade of research, we limited the study to articles published between 2010 and 2020. This work combines recent publications written in Portuguese, English and Spanish. The database search yielded 27 relevant articles. The themes present in the articles can be divided into two groups: those linked to key actors and influences on physical education teachers’ professional identity, and those related to physical education preservice teachers. The following themes were discovered to influence teachers’ professional identity formation: relationships (established within their acting context), identity negotiation, identity transformation, lifelong learning, peer perception and the class context. The following themes impact preservice teachers’ professional identity formation: teaching practicum experience, prior experiences, a community of practice and the teachers’ body. Professional identity formation is an intricate process characterised by a diverse mix of personal, professional, environmental and social representations that interact in real time.
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