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El interés de este estudio se centra en indagar cómo es la identidad de docentes durante su formación inicial en la Escuela Normal y los aspectos que influyen en su construcción, por ello, el diseño de este estudio cualitativo correspondió a una perspectiva fenomenológica. Se realizaron entrevistas semiestructuradas a 16 estudiantes -de cuarto y octavo semestres- de la licenciatura en educación primaria de una Escuela Normal en México. Los resultados señalan que la dimensión biográfica de la identidad profesional es relevante porque a través de ella, los normalistas integran nuevas ideas sobre la docencia como una profesión. Durante la formación inicial, y especialmente en las prácticas profesionales, este constructo evoluciona de forma importante. Entonces, se comprende que los futuros profesores van integrando a la identidad profesional, aspectos laborales acerca de la docencia e ideas cada vez más complejas sobre el trabajo del maestro.

El Enclave de este número en la Revista Latinoamericana de Estudios Educativos, coordinado por el Dr. Sergio Gerardo Malaga Villegas, reune contribuciones en torno a la formación inicial docente a partir del binomio Políticas y Subjetividades, el cual se asume bajo una postura crítica y posfundamento. Esta sección temática tiene la finalidad de visibilizar el horizonte político-pedagógico en la producción de sujetos “para el ejercicio de la profesión” (Rojas Valladares, et al., 2022, p.141) a partir de la articulación implícita o explícita de ambos elementos del binomio.

Esta investigación, tiene por objeto analizar la autopercepción de los profesionales de la Pedagogía en el contexto asturiano, en relación con los estudios de grado recibidos y el desarrollo de su carrera profesional. En este contexto, se pretenden detectar posibles necesidades para el desarrollo de un programa formativo en competencias transversales que mejoren la empleabilidad de estos profesionales. La metodología seguida es cualitativa, dado que se recogen los datos a través de grupos de discusión. El estudio contó con veintiséis participantes que fueron seleccionados a través de un muestreo no probabilístico intencional en el que se desarrolla una selección informal de la muestra entre la población de profesionales de la Pedagogía en activo. El software utilizado para desarrollar los análisis y establecer las dimensiones, categorías y catálogos, fue el AQUAD8.0. Los resultados obtenidos, han hecho emerger diferentes dimensiones, donde se destaca que la relación entre los estudios de Pedagogía y el desarrollo profesional muestran fortalezas, debilidades y retos, en la construcción de su itinerario profesional. También se detecta, que las motivaciones de este colectivo se han visto subestimadas o malinterpretadas, lo que se traduce en una autopercepción negativa sobre la especialización de estos profesionales una vez finalizado el grado, generando esto distorsiones sobre la demanda de profesionales en el mercado laboral. This study aims to analyze the self-perception of Pedagogy professionals in the Asturian context, in relation to studied degree and the development of their professional career. In this context, the aim is to detect possible needs for the development of a training program in transversal skills that improve the employability of these professionals. The methodology followed is qualitative, since data were collected through discussion groups. The study had twenty-six participants who were selected through intentional non-probabilistic sampling in which an informal selection of the sample was carried out among the population of active Pedagogy professionals. The software used to develop the analyses and establish the dimensions, categories and catalogs was AQUAD8.0. The results revealed the emergence of different dimensions, highlighting that the relationship between Pedagogy studies and professional development shows strengths, weaknesses and challenges in the construction of the professional itinerary. It was also detected that the motivations of this group tended to be underestimated or misinterpreted, which translates into a negative self-perception regarding the specialization of these professionals once they have completed the degree, generating distortions in the demand for professionals in the labor market.

\"… Clear, articulate, and cogent….[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions.\" -- Michael W. Apple, From the Foreword In this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process. Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society. \"Clear, articulate, and cogent…[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions.\" --Michael W. Apple, From the Foreword ______________________________________________________________________________ Kenneth M. Zeichner is Hoefs-Bascom Professor of Teacher Education, and Associate Dean, School of Education, University of Wisconsin-Madison. Foreword, Michael W. Apple Preface Acknowledgements 1. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 2. Educating Teachers for Social Justice Ken Zeichner and Ryan Flessner 3. Professional Development Schools in a Culture of Evidence and Accountability 4. Action Research as a Strategy for Preparing Teachers to Work for Greater Social Justice: A Case Study from the United States 5. Action Research: Personal Renewal and Social Reconstruction 6. Action Research in Teacher Education as a Force for Greater Social Justice 7. Beyond the Divide of Teacher Research and Academic Research 8. Connecting Genuine Teacher Development to the Struggle for Social Justice 9. Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools 10. Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education

The research deals with Burnout Syndrome in teachers. It chose as its object of study the Brazilian scientific production circulating in the “Portal de Periódicos” of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior about the professional burnout of education workers and the reverberations of the precariousness of teaching work in the pandemic and post-pandemic period. The aim was to systematize the scientific-academic evidence on teacher burnout. Methodologically, this is a qualitative study, of the systematic literature review type, which used the Rayaan program to select articles, which were processed in IRaMuTeQ. The results pointed to five categories - work environment, methodology, teaching work, specific contexts, effects of Burnout Syndrome - discussed under the aegis of 15 studies that highlighted the situation of teachers falling ill because of the pandemic and proposed educational public policies interrelated with occupational health policies, given the complexity of the problem. A pesquisa trata do acometimento da Síndrome de Burnout em professores. Elege como objeto de estudo a produção científica brasileira em circulação no “Portal de Periódicos” da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior acerca do esgotamento profissional dos trabalhadores da educação e as reverberações da precarização do trabalho docente no período pandêmico e pós-pandemia. O objetivo foi sistematizar as evidências científico-acadêmicas acerca do esgotamento profissional de professores. Metodologicamente, desenvolveu-se um estudo qualitativo, do tipo revisão sistemática de literatura, que utilizou o programa Rayaan para selecionar artigos, que foram processados no IRaMuTeQ. Os resultados apontaram cinco categorias - ambiente laboral, metodologia, trabalho docente, contextos específicos, efeitos da Síndrome de Burnout -, discutidas sob a égide de 15 estudos que destacaram a situação de adoecimento dos professores asseverada pela pandemia e propõem políticas públicas educacionais interrelacionadas às de saúde ocupacional, dada a complexidade do problema. La investigación trata del Síndrome de Burnout en profesores. Eligió el objeto de estudio la producción científica brasileña que circula en el \"Portal de Periódicos\" de la Coordinación de Perfeccionamiento del Personal de la Enseñanza Superior sobre el burnout profesional de los trabajadores de la educación y las reverberaciones de la precarización del trabajo docente en los períodos pandémico y post pandémico. El objetivo fue sistematizar las evidencias científico-académicas sobre el burnout docente. Metodológicamente, se trata de un estudio cualitativo, del tipo revisión sistemática de la literatura, que utilizó el programa Rayaan para seleccionar artículos, que luego fueron procesados en IRaMuTeQ. Los resultados mostraron cinco categorías - ambiente de trabajo, metodología, trabajo docente, contextos específicos, efectos del Síndrome de Burnout - discutidas bajo la égida de 15 estudios que evidenciaron la situación de los profesores enfermos como consecuencia de la pandemia y propusieron políticas públicas educativas interrelacionadas con las políticas de salud ocupacional, dada la complejidad del problema.

The demands faced by teachers when dealing with diversity are prompting several countries to reform professional learning (PL) policy to support sustainable learning opportunities for all. As inclusive education (IE) unfolds within a complex dynamic, it is essential to consider how different elements interact during PL deployment in context. There are potential tensions between government policy, the traditional special needs orientation of PL programs, and the fact that IE definition and practice differ from one instance to another. There is currently limited research on how PL is being transferred to the classroom. This article reviews scholarly evidence concerning four domains that have been studied separately but not integrated as a whole in inclusion education inquiry: Inclusive education, inclusive practice, teacher learning and professional learning. The purpose of this review is threefold: (i) to provide an overview of the evolution of the concept of IE and the context of the contemporary reform of Education For All; (ii) to understand how inclusive practice is permeated by developments in IE and their implications; and (iii) to critically examine different research perspectives on PL in IE and illustrate the value of a complexity approach that encompasses macro, micro, and mesoscale elements that combine to describe IE's complex phenomena.

RESUMEN El objetivo de este estudio es describir e interpretar cómo los estudiantes de pedagogía construyen su identidad profesional durante las prácticas profesionales, desde sus teorías subjetivas. Se utilizó un estudio descriptivo interpretativo y metodología cualitativa. El muestreo es de tipo teórico e integrado por 7 estudiantes de tres carreras de pedagogía de una universidad pública de la región de Atacama, Chile. Se aplicó entrevistas episódicas y un grupo de discusión. Se utilizó la Teoría fundamentada obteniendo como resultados teorías subjetivas sobre el sentido y significado de la identidad profesional docente y la profesión de profesor/a, el proceso de construcción de la identidad profesional, las características de la identidad construida y sugerencias para este proceso formativo. Además, se elaboró un modelo explicativo de la construcción de la identidad profesional en el contexto de la práctica profesional. En la discusión y conclusión se analizan los hallazgos a luz de la literatura. RESUMO O objetivo deste estudo é descrever e interpretar como estudantes de pedagogia constroem sua identidade profissional durante as práticas profissionais, a partir de suas teorias subjetivas. Foi utilizado um estudo descritivo interpretativo e metodologia qualitativa. A amostragem é do tipo teórico e é composta por 7 alunos de três carreiras de pedagogia de uma universidade pública da região do Atacama, Chile. Foram aplicadas entrevistas episódicas e um grupo de discussão. Utilizou-se a Grounded Theory, obtendo como resultados teorias subjetivas sobre o sentido e significado da identidade profissional docente e da profissão docente, o processo de construção da identidade profissional, as características da identidade construída e sugestões para esse processo de formação. Além disso, foi desenvolvido um modelo explicativo da construção da identidade profissional no contexto da prática profissional. Na discussão e conclusão, os achados são analisados à luz da literatura. ABSTRACT The aim of this study is to describe and interpret how pedagogy students build their professional identity during professional practices, from their subjective theories. An interpretive descriptive study and qualitative methodology were used. The sampling is of a theoretical type and is made up of 7 students from three pedagogy careers at a public university in the Atacama region, Chile. Episodic interviews and a discussion group were applied. The Grounded Theory was used, obtaining as results subjective theories about the sense and meaning of the professional teaching identity and the teaching profession, the process of construction of the professional identity, the characteristics of the constructed identity and suggestions for this training process. In addition, an explanatory model of the construction of professional identity in the context of professional practice was developed. In the discussion and conclusion, the findings are analyzed in light of the literature.