Professional Identity of Teachers of the Education Modality for Young People and Adults in Chile

Authors

DOI:

https://doi.org/10.4067/S0718-73782024000200081

Keywords:

Youth and adult education, Teacher professional identity, Chile

Abstract

In the face of the processes of school massification, new challenges emerge for states. Among these is the responsibility towards the population that does not complete their primary and secondary education. This special educational modality is known as “Education for Young and Adult People.” Facing this challenge, the teachers who work in this sector have a fundamental role. This article offers a characterization of the teachers working in these schools in Chile, emphasizing traditional dimensions of Professional Teacher Identity, as well as incorporating a dimension regarding Vocation. The results not only allow for a more precise understanding of the type of teacher working in these schools but also for the design of future public policies aimed at enhancing the teacher profile.

Author Biographies

Cristóbal Madero Cabib, Universidad Alberto Hurtado

Vice Rector of University Integration and Associate Professor in the Department of Educational Policy and School Development of the Faculty of Education at the Universidad Alberto Hurtado. He is a sociologist, and received his M.A. and PhD in education policy from the University of California, Berkeley, and an M.A. in Theology from Boston College. His research interests include teacher retention policies at the primary and secondary levels, the evolution of Catholic educational subsystems, school inclusion policies, and the formation of school leaders for the new public education in Chile. His work has been published in Teachers and Teaching, Educational Administration Quarterly, International Studies in Catholic Education, and the Harvard Review of Latin America, among others. He is on the editorial staff of the Berkeley Review of Education, The International Studies in Catholic Education journal, and The Boston College Jesuit Online Bibliography.

Tomás Ilabaca Turri, Universidad de Playa Ancha

PhD in Political and Social Sciences, mention in Sociology, Catholic University of Louvain, Belgium. Master in Educational Policy, Universidad Alberto Hurtado, Chile. Sociologist, Universidad Alberto Hurtado, Chile. Researcher in a research project funded by the University of Notre Dame. Analysis of a socio-economic inclusion programme in an elite Chilean school. Participation as research assistant in the Fondecyt N° 1141001 ‘The transformation of elites in an emerging society. Distinction, tolerance and transnationalisation of Chilean business elites’. Researcher in the qualitative stage in a study carried out by the Centre for Educational Leadership Development, whose purpose is to contribute to the generation of the bases for a proposal for the installation of a Technical Pedagogical and Psychosocial Support System for educational establishments of the Local Education Services (SLE) in two territorial units.

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Published

2024-12-01

How to Cite

Madero Cabib, C., & Ilabaca Turri, T. (2024). Professional Identity of Teachers of the Education Modality for Young People and Adults in Chile. Latin American Journal of Inclusive Education, 18(2), 81–101. https://doi.org/10.4067/S0718-73782024000200081

Issue

Vol. 18 No. 2 (2024): School Reinsertion and Re-entry: Challenges for Inclusive Education

Section

Sección Temática

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Copyright (c) 2024 Latin American Journal of Inclusive Education

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