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Approaching Teaching as a Complex Emotional Experience: The Teacher Professional Development Stages Revisited
Abordando la enseñanza como una experiencia emocional compleja: las etapas de desarrollo profesional docente revisitadas
DOI:
https://doi.org/10.15446/profile.v23n2.89181Keywords:
agency, emotions, identity, socialization, teacher professional development (en)agencia, desarrollo profesional docente, emociones, identidad, socialización (es)
Along the evolving teaching journey, teachers experience a series of events that allow them to transition from novice to expert. Throughout the years, such transition has been the object of theories and debates about how this process is carried out, and when it is that teachers move from one stage to the other. This article presents a study of a Mexican teacher of English and examines the professional-developmental stages based on Huberman’s (1993) career cycle model. Its aim is to understand the challenges and decisions a teacher may encounter in her or his career. The article shows the realities a teacher faces by exploring the concepts of emotions, identity, socialization, and agency. Moreover, it questions the belief that teachers achieve expertise through accumulating years of practice.
Durante su carrera, los docentes experimentan eventos que les permiten pasar de principiantes a expertos. A través de los años dicha transición ha sido objeto de debates sobre cómo se lleva a cabo y cuándo se efectúa el cambio. Este artículo presenta un estudio de una maestra de inglés mexicana y examina las etapas de su desarrollo profesional basado en el modelo de Huberman (1993). El objetivo del artículo es comprender las dificultades y decisiones que un docente encuentra durante su carrera. El artículo ilustra las realidades enfrentadas por una docente mediante la exploración de los conceptos de socialización, identidad, emociones y agencia. Adicionalmente, desafía la creencia de que los docentes adquieren experiencia mediante la acumulación de años de enseñanza.
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