Formación de la identidad docente durante la pandemia. Evaluación de una experiencia

Abstract

After ten years of experience of the Master’s Degree in Secondary Education Teaching in Spain, the initial training received by future teachers continues to require improvements that enable them to face the challenges of the 21st century school. Among these improvements, we find the need to establish the training processes within a constant reflection in and on practice. The purpose of this article is to share our teaching practice and its impact on the Master's Degree students, in a context where the COVID-19 pandemic has forced us to rethink the strategies used. From an evaluative research methodology, based on reflection in action, we investigate our formative project for the teaching of Geography. The research, organized in several phases, relied on various techniques and instruments for collecting information, such as direct observation, student productions or semi-structured interviews, which were examined based on discourse analysis and content analysis. The results are positive, including how, from initial positions marked by disciplinary training and reluctance towards the Master's Degree, students transformed their epistemological conceptions about the teaching and learning of Geography in Secondary towards a model of critical teacher. However, taking the several levels of scope of the program it requires improvements that stimulate the development of skills for the critical teaching of this subject. We conclude that, despite the initial resistance, the doubts caused by the health crisis, and the limitations of our program, the training effects were beneficial in strengthening a future teacher who should teach in a complex and uncertain world.