Abstract

CUADRA-MARTINEZ, David et al. Professional Identity, Teacher Trainer and Academic Progression in Traditional and Non-Traditional Pedagogy Students. Act.Psi [online]. 2024, vol.38, n.137, pp.118-135. ISSN 2215-3535.  http://dx.doi.org/10.15517/ap.v38i137.54423.

Objective. To compare the levels of professional identity among Chilean traditional and non-traditional pedagogy students, considering the type of teacher itrainer, academic progression, and the predictive capacity of these two variables on the professional identity. Method. A cross-sectional design with a non-random sample of 702 Chilean pedagogy students was used. Measures included professional teacher identity, identification with the teacher trainer, and the academic level of the students. Results. Non-parametric tests revealed differences in professional identity levels, identification with the teacher trainer, and the predictive model of professional identity between traditional and non-traditional students. These findings are discussed considering the existing literature

Keywords : Professional identity; initial training; teacher in education; non-traditional student; teacher.

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