This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Los autores mantienen los derechos sobre los artículos y por tanto son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:
Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).
RIIEP está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
La Universidad Santo Tomás conserva los derechos patrimoniales de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia anteriormente mencionada.
Teacher Identity in Colombia. Literature Review (1986-2021)
Objective: Assuming as a starting point some social representations about the teaching profession in the country, this review article seeks to establish a literature review on what has been investigated in the matter of Teacher Identity in Colombia in the period 1986 - 2021. Methodology: the method of the systematic review was used, developing seven stages and oriented to review research articles, master“s degree works, and doctoral theses. In this regard, 32 works were founded, of which only 19 fulfill the requirements of the review. Results: According to studies results, there are noticed five phenomena around teaching identity in Colombia: incidence of public policy and effects of the precariousness of profession, the dominance of the social image of ”Teaching Vocation“, categorization of identities with labels such as specific knowledge, the relationship between teaching practice and identity recomposition, and finally effects of professional communities on identities. Conclusion: The need to exceed the investigation of teaching identities at the service of capitalism is concluded, in addition, the importance of moving towards more deconstructive perspectives of identities such as those proposed by Stuart Hall and Judith Hall in other fields. The performative implications of social representations and images on the ways of being, thinking, and acting as teachers are discussed. Moreover, as well as to link the problem of identities with teaching professionalism.
How to Cite
