Educational Context: its relevance in the construction of the teaching identity

Abstract

This academic reflection aims to understand the construction of the teaching identity and its relationship with educational contexts, based on the premise that the teaching identity is a construction process involving a series of personal and contextual factors. As starting point, studies about the particularities of teaching identities, their characteristics and the urban and rural educational contexts were analyzed; themes that guided the search for transversal elements to be able to reflect on the teaching identity phenomenon. This analysis concluded that the educational contexts of performance impact the professional identity, because it puts pressure on teachers in a subjective and inter-subjective manner and condition teachers by the negotiation of their individual and collective identity, which is adapted voluntarily according to the contextual characteristics. Finally, there is a need to promote teacher reflection as a mechanism for raising awareness, which will enable teachers to identify themselves positively with their environment, so that they can improve their pedagogical practices from the beginning in their professional practice.