From Experience to Identity : Autoethnographic Reflections on Becoming Educators in Pedagogy and Social Education
Gomila-Grau, Maria Antonia (Universitat de les Illes Balears)
Quesada-Serra, Victoria (Universitat de les Illes Balears)
Bertran, Marta (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)

Data:	2025
Resum:	(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.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Autoethnography ; Educational experience ; Professional identity ; Education agents ; Socialisation
Publicat a:	Education sciences, Vol. 15, Núm. 8 (2025) , art. 965, ISSN 2227-7102

DOI: 10.3390/educsci15080965

13 p, 472.3 KB

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