TEACHING IDENTITY: WHAT THE LITERATURE SAYS ABOUT THE INFLUENCES ON STUDENT IDENTITY

Abstract

The teacher education process and the construction of  a professional identity are an interrelated process, developed through a reflective and critical approach to pedagogical practices, aligned with the continuous construction of the educator's personal identity. This dynamic involves the integration of theoretical knowledge and practical experience, allowing teachers to reflect on their performance, adapt to the challenges of the profession, and simultaneously consolidate their identity in the educational field. The central aim of this research is to gather knowledge on the identity impacts of teacher educators on the formation of the professional identity of students in teacher education programs, through an integrative review. We conclude that the formation of professional identity transcends the mere assimilation of theoretical knowledge, being influenced by values, individual experiences, and contextual interactions. It emerges from the continuous interaction between theory, practice, and the influences of the educational environment. This process integrates both inherited and constructed elements, which are constantly evolving, requiring individuals to establish professional interactions, actively participate in collective labor activities, and concurrently develop and consolidate their own professional identity.