Professional Identity in Teachers Recovering Interrupted Educational Trajectories in Second-Chance Schools in Chile.

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: International Teachers' Experiences and Professional Identity (Table 30)

Abstract

This article studies the Teacher Professional Identity (TPI) in teachers working in schools where children and youth recover from interrupted educational trajectories in Chile. Specifically, the article focuses on teachers working in second-chance schools, exploring their motivations for entering and staying in the teaching profession, their beliefs about teaching and learning, and their satisfaction with their current job. Through in-depth interviews (20), focus groups (8), and structured class observation (+100 hours), we study the case of two second-chance schools in Chile.

Author

• Cristóbal Madero, Universidad Alberto Hurtado