IDENTITY AND TEACHING: NEEDS OF TEACHER TRAINING IN JUAREZ CITY

Abstract

The paper aims at presenting some research findings on the formative trajectories and conditions for teaching insertion of a group of graduates from a public university in Ciudad Juarez, Chihuahua.  The results build up a route of empirical exploration on the network of processes of formation and work of graduates who teach at basic levels, their stories and interviews allowed the definition of their formation needs and the discursive frame that sustains the construction of their identity. The theoretical and methodological referents the study assumes are those of the professional teaching development and the interpretative paradigm. The paper concludes that the graduates have set up a particular group that, in time, has incorporated models of performance and reference frames to fill the absence of certain professional knowledge, and consequently it needs concrete mechanisms for permanent upgrading and updating.