Abstract
The objective of this research was to explain the processes that shape the formation of the professional identity of the Pedagogical Technical Advisor in elementary education in the state of Morelos, Mexico, based on the identification of elements related to professional identity, structure and context, the professional practice of counseling, and public policy on elementary education in the framework of the reforms to the teaching of Spanish. The research had a qualitative methodological approach, with a qualitative analysis of content model. The population consisted of 10 participants from different educational levels working on the Pedagogical Technical Support of the public educational service and ascribed to Teacher Centers, Supervisory offices, and the Teacher Upgrade Center of the state of Morelos. The narrative of the participants was obtained through semi-structured and in-depth interviews. The results allow us to describe the conditions in which the Pedagogical Technical Advisors structure their practices, as well as the importance of educational institutions in building meaning and relationships that contribute to the subjective construction of the professional identity of the Pedagogical Technical Advisor.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
