TEACHING KNOWLEDGE AND PROFESSIONAL IDENTITY: CONTRIBUTIONS OF A PROFESSIONAL MASTER'S DEGREE IN TEACHER TRAINING
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Abstract
This study analyzes the contributions of a professional master's program in teaching to the development of teachers' professional identity and the expansion of pedagogical knowledge. It is a qualitative, exploratory, and descriptive study, grounded in the theoretical-deductive method. Data collection was conducted through semi-structured interviews with five program graduates, complemented by institutional documents and pedagogical materials produced by the participants. Data analysis employed content analysis techniques supported by the Iramuteq software, enabling the construction of thematic categories and comparative visualizations. The findings show that the master's program contributed to the redefinition of teaching practices through the mobilization of disciplinary, experiential, curricular, and pedagogical knowledge, strengthening teachers' autonomy, critical thinking, and pedagogical innovation. The study concludes that the professional master's degree plays a significant role in consolidating a more reflective and engaged professional teaching identity, although structural limitations hinder the full realization of its impacts. The study recommends the strengthening of public policies that enhance continuing education and ensure institutional conditions for applying the acquired knowledge.
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Copyright (c). Conjuncture Bulletin (BOCA)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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