El desarrollo de la identidad docente: estudio sociocultural del impacto de una intervención formativa dirigida a la regulación de vivencias con una alta carga emocional

Abstract

The main goal of this dissertation is to document the emerging neoformation an in-service teacher of Spanish as a foreign language develops when she engages in a training course oriented to help teachers regulate more mindfully and harmoniously with their needs those emotionally-charged situations they experience at work. To carry out this task, a participatory action-research is implemented. More specifically, a conceptual (Esteve, 2018; Esteve et al., 2015, 2018) and systemic (Ocampo, 2016) formative intervention is designed and carried out, and resulting data susceptible for reveling perezhivanie are collected (Johnson and Golombek, 2016; Smirnova, 2020): interviews, journals, emails and open questionnaires. The research presents as a result a prototypical case where the in-service the teacher’s identity transformation is documented from two domains: the microgenetic, through twelve key perezhivanija revealing how the person and the situated educational environment interact (Smirnova, 2020; Veresov, 2014, 2016, 2017); and the ontogenetic, where it is possible to interrelate all these perezhivanija and observe how they all contribute to the neoformation that makes the new identity trait appear (Roth, 2016).