Informal learning experiences in the construction and development of professional teacher identity

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datacite.alternateIdentifier.citationLearning, Culture and Social interaction, 51, 2025
datacite.alternateIdentifier.doi10.1016/j.lcsi.2025.100893
datacite.alternateIdentifier.issn2210-6561
datacite.creatorChávez, Jorge E.
datacite.creatorFauré, Jaime
datacite.creatorBarril, Juan Pablo
datacite.creatorFuentealba-Jara, Rodrigo
datacite.creatorValdebenito Zambrano, Vanessa
datacite.creatorAlmuna, Jesus
datacite.creatorQuezada-Carrasco, Patricio
datacite.creatorSalter, Paul
datacite.date2025
datacite.rightsRegistro bibliográfico
datacite.subjectInformal Learning Experiences
datacite.subjectLearning Trajectory
datacite.subjectProfessional Teacher Identity
datacite.subjectSociocultural Perspective
datacite.subjectSubjective Learning Experiences
datacite.titleInformal learning experiences in the construction and development of professional teacher identity
dc.contributor.authorVALDEBENITO ZAMBRANO, VANESSA HAYDEE
dc.date.accessioned2025-10-06T14:22:00Z
dc.date.available2025-10-06T14:22:00Z
dc.description.abstractThis work is part of a larger research project that explores how professional teacher identity is constructed and developed. For the present study, we analysed 22 informal experiences. These experiences have been analysed in terms of their contribution to the formation of professional teacher identity. We designed a qualitative multiple case study in which semi-structured interviews were applied to 26 student teachers. We applied our own form of discourse analysis based on certain discursive markers. Our main findings are that identity change occurs not only through traditional formal experiences, but also through informal experiences and interactions between the two. We propose the importance of what we term informal experiences in establishing connections and driving the formation and development of identity. Finally, we suggest that professional teacher identity serves as an adhesive that unites the various learnings achieved in different contexts over time. We conclude with a discussion in which we propose that identity should be considered an interconnected and subjective phenomenon, rather than a personal resource. We also propose that identity is connected to dialogic aspects involving a sense of collaboration and participation, and that these can be transferred from informal contexts to formal contexts. © 2025 Elsevier B.V., All rights reserved.
dc.description.ia_keywordidentity, experiences, informal, professional, teacher, propose, contexts
dc.identifier.issn2210-657X
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6898
dc.language.isoen
dc.publisherElsevier BV
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceLearning, Culture and Social interaction
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Naturales
dc.subject.ia_oecd2nMatemáticas y Estadística
dc.subject.ia_oecd3nMatemáticas
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2025
oaire.citationTitleLearning, Culture and Social interaction
oaire.citationVolume51
oaire.fundingReferenceANID FONDECYT 1220081 (Regular)
oaire.licenseConditionCopyright © Elsevier Ltd, 2025
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
relation.isAuthorOfPublication5b533351-3edc-4889-9dfd-3e7015e16079
relation.isAuthorOfPublication.latestForDiscovery5b533351-3edc-4889-9dfd-3e7015e16079
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Educación e Innovación
uct.facultadFacultad de Educación
uct.indizacionScopus
uct.indizacionSocial Sciences Citation Index - SSCI
uct.indizacionEmerging Sources Citation Index - ESCI
uct.indizacionPsycINFO
uct.indizacionERIC
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