Entre-nós: a urdidura da identidade profissional e da competência digital docente

Abstract

Affiliated with the understanding that the professional identity and the digital competence of educators are being built through the social interactions and experiences that the teachers have throughout their life, this study was designed with the main goal of characterizing different aspects that overlap and that can affect in the professional identity and digital competence of educators throughout their life trajectory. Methodologically circumscribed as biographical narrative research, it resorts to teachers' life stories as a way of approaching their experiences and concerns in three interrelated dimensions: Professional identity: Rebuilding the path to teaching; Being a teacher nowadays: demands and crisis; Digital competence of educators: self-perception. From an educational and social point of view, this research is justified by the relevance and contemporaneity of its theme since teachers are agents of great importance in society and that their perception, anxieties, and concerns related to the Digital Information and Communication Technologies that affect their praxis must be taken to the agenda in studies of a scientific nature. In addition, it represents an opportunity to listen and understand the changes related to the digitalization of education experienced by teachers and the ways in which they have adapted to the challenges of the profession nowadays. The approximations made between the mobilized theoretical framework and the reports allowed clarifying aspects of their pedagogical work that affect their professional identity and digital competence. Among the contributions made it is the intention of a holistic view that values narratives, the historical and the singular as means of knowing and sharing experiential knowledge in favor of new ways of thinking and doing Education.