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Sophia, Colección de Filosofía de la Educación

versión On-line ISSN 1390-8626versión impresa ISSN 1390-3861


ALBADAN VARGA, Juan Pablo. Teaching Professional Identity: Conjoining Complex Thinking and the Educational Field. Sophia [online]. 2020, n.29, pp.127-156. ISSN 1390-8626.

This article presents reflections on the results of an investigation carried out during 2015-2018. Its main concern was related with the alienation of the educative spectrum, of initial teacher training in Colombia (collegians) regarding social networking, subjective dynamics and the disposal of correlations, relations and demands of the social framework which teachers are instructed for. It centered its attention in unveiling complex components of such systems, from the constitution of curricular elements, dimensions and structures for its modernization and reconfiguration in Colombia. It was carried out using a mixed method analysis approach on a stratified sampling of 3 different populations, teachers in diverse stages and places of practice; it found new understandings in 3 primary niches. The first one, the discernment of the educational spectrum as a field that subsumes systems of education being fed by open social systems. The second one, reconfiguring the subjects and their position as the center of the being and doing of the related systems of the education field; assuming, at least, seven complex principles, generating a third niche that links education actions to school actions. It concludes with a modernization proposal, the Teacher Professional Identity and its attributes as an organizational category of the system, an action element that relates from complex thinking the findings and raises challenges to be considered by education institutions.

Palabras clave : Training; professional; teaching; identity; education; systems.

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