La identidad del docente Claretiano : un estudio de caso

Abstract

Identity must be understood from its constant transformation as it is transformed according to the context. In the case of the teaching identity, the educational institution where you work offers an inexhaustible source of elements that configure and modify it. This research aims to expose the elements that Claretian philosophy contributes to the construction of the teaching identity materializing its mission. The present investigation set out to answer the following question: How is the identity of the teacher configured from the professional experience in the Claretian school for the realization of the community's mission during 2021? to carry it out, the information was collected through semi-structured interviews, autobiographies made by teachers and focus group with teaching directors. Similarities were identified in the answers and the results were organized into 4 categories: The teacher is born and made, Teaching Sisyphus, do with others what we alone cannot and see, judge, act; describing the identity of Claretian teachers and their consonance with Claretian philosophy.