Abstract

The aim of this article is to propose a psychosocial explanation for the elaboration of the professional identity of teachers in a situation of change based on a certain number of empirical data collected in the Italian educational context. We shall highlight the essential role (and articulation) of biographical items, social representations and educational practices in the identity adaptation process required by changes which characterise the educational context from an institutional, social and individual point of view (new migration processes, introduction of new technologies at school, several reforms of the education act and the organisation of teaching).
Two studies were carried out in the Campania region of Southern Italy using a semi-structured narrative interview (Bruner, 1992; Vermersch, 1994) with two groups of teachers (52 and 43 respectively).
The results enable us to describe a certain number of points with regard to identity in the teaching profession (representations, biographies, practices) which seem to play an important role in the process of adapting to the changes in question.

I documenti depositati in UnissResearch sono protetti dalle leggi che regolano il diritto d'autore