Teacher Identity: An Analysis of the Personal Position Repertoire in University Teaching

Abstract

This study examines how university professors construct their identities, emphasizing the significance of the various contexts in which they fulfill their roles, along with the psychological and social factors that influence their identity and interpersonal relationships. The objective was to identify the main positions held by university professors in relation to their teaching practices. To accomplish this, a qualitative approach with a narrative design was utilized, enabling professors to articulate their identities dynamically and objectively. By sharing their narratives, they were able to address issues that were previously unclear or unconscious concerning their teaching practices. To explore significant events in the construction of teaching identity, a questionnaire was administered based on the Personal Position Repertoire method and the self-confrontation approach developed by Hermans. The research involved 20 professors from Universidad Técnica del Norte. The findings reveal that the position repertoire within this group includes internal, external, and institutional perspectives, which have helped identify discourses related to their teaching methods and the dialogical interactions that have promoted the development and expression of their identities as university professors within their educational context. In summary, teacher identity is shaped by experiences within educational environments, pedagogical perspectives, personal beliefs, and attitudes toward students.