Teachers´ Educators’ Identity: The Significant Other in Intimate Times and Spaces Key

Abstract

Based in auto (biographical) narrative inquiry, this article aims at recovering the way in which teachers, mentors, colleagues and students influence the configuration of teachers´ educators’ professional identity. The narratives of twenty-seven teachers participating in a doctoral investigation carried out within the GIEEC (Educational and Cultural Studies Research Group) in Humanities School at UNMDP and related to a doctoral program in Humanities and Art offered by UNR, were framed in the idea of anchors of identity deployed by Rom Harré. The narratives recover the intimacy of spaces and people which shaped their professional choices and practices. The teachers, in charge of the pedagogical courses for the teachers’ education programs at Facultad de Humanidades in UNMDP, told their stories and practices during in depth interviews and focus groups. Some of the findings show that, beyond disciplinary education, the affections exercised by teachers along their educational paths, daily interaction with colleagues and with students that inhabit their classrooms are weaved in a complex fabric with body, name, self-conscience, memory and discursive positioning which are the anchors of identity, theoretical framework of this study.