7a907f694e98d91224330f57274987be education-15-00965.pdf 45b60827d2539fcc961c11631d41016d74d3c632 education-15-00965.pdf 6a7b262d50f39b4168d602ccba31883fccca8d49801fab6cb001c1ac7dba6833 education-15-00965.pdf Title: From Experience to Identity: Autoethnographic Reflections on Becoming Educators in Pedagogy and Social Education Subject: (1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational integration, peer interactions, and the underlying motivations for choosing a particular educational and professional trajectory. This study explores the connections between students’ educational experiences and their motivation to pursue careers in pedagogy and social education. (2) Methods: Based on 138 autoethnographic narratives written by undergraduate students enrolled in Anthropology of Education courses at two [Spanish] universities. (3) Results: The analysis reveals how reflective engagement with personal educational histories enables students to reconstruct the relational foundations of their learning paths. These reflections inform their academic and career choices, which are understood not as static decisions, but as evolving trajectories shaped by a generational context characterized by uncertainty and change. (4) Conclusions: The findings highlight how students, through their narratives, articulate both their professional aspirations and a vision of the educator as an agent of change—one who emerges in response to, and often in critique of, the educational structures and practices. Keywords: autoethnography; educational experience; professional identity; education agents; socialisation Author: Maria-Antonia Gomila-Grau, Victoria Quesada-Serra and Marta Bertrán-Tarrés Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25; modified using OpenPDF 1.4.2 CreationDate: Sat Jul 26 09:22:09 2025 CEST ModDate: Sat Jul 26 10:46:51 2025 CEST Custom Metadata: yes Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 13 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 483637 bytes Optimized: no PDF version: 1.5 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- SSXPJJ+VnURWPalladioL Type 1 Custom yes yes yes 128 0 BXDQWC+URWPalladioL-Bold Type 1 Custom yes yes yes 129 0 JDSLMP+URWPalladioL-Roma Type 1 Custom yes yes yes 130 0 WXFWDG+URWPalladioL-Ital Type 1 Custom yes yes yes 131 0 JDOGHP+PalatinoLinotype,BoldItalic TrueType WinAnsi yes yes no 231 0 JDOFLN+PalatinoLinotype TrueType WinAnsi yes yes no 232 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2025-09-16 03:53:24 CEST RepresentationInformation: education-15-00965.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2025-09-15 14:06:02 CEST Size: 483637 Format: PDF Version: 1.5 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 367 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: ViewerPreferences: HideToolbar: false HideMenubar: false HideWindowUI: false FitWindow: true CenterWindow: false DisplayDocTitle: false NonFullScreenPageMode: UseNone Direction: L2R ViewArea: CropBox ViewClip: CropBox PrintArea: CropBox PageClip: CropBox PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Item: Title: Materials and Methods Children: Item: Title: Sample and Informants Item: Title: Procedure Item: Title: Data Analysis Item: Title: Results Children: Item: Title: The Family Item: Title: Non-Formal Learning Spaces Item: Title: Formal Education and School Environments Children: Item: Title: Educational Role Models Item: Title: Institutional Functioning and Management Item: Title: Educational Transitions Item: Title: Peer Groups and Social Relationships in School Contexts Item: Title: Discussion and Conclusions: Reflections from Autoethnographic Narratives Item: Title: References Info: Title: From Experience to Identity: Autoethnographic Reflections on Becoming Educators in Pedagogy and Social Education Author: Maria-Antonia Gomila-Grau, Victoria Quesada-Serra and Marta Bertrán-Tarrés Subject: (1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational integration, peer interactions, and the underlying motivations for choosing a particular educational and professional trajectory. This study explores the connections between students’ educational experiences and their motivation to pursue careers in pedagogy and social education. (2) Methods: Based on 138 autoethnographic narratives written by undergraduate students enrolled in Anthropology of Education courses at two [Spanish] universities. (3) Results: The analysis reveals how reflective engagement with personal educational histories enables students to reconstruct the relational foundations of their learning paths. These reflections inform their academic and career choices, which are understood not as static decisions, but as evolving trajectories shaped by a generational context characterized by uncertainty and change. (4) Conclusions: The findings highlight how students, through their narratives, articulate both their professional aspirations and a vision of the educator as an agent of change—one who emerges in response to, and often in critique of, the educational structures and practices. 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