Las competencias profesionales como componente clave en el constructo de la Identidad profesional de los aspirantes a profesores de Educación Secundaria

  1. Leopoldo Callealta Oña 1
  2. Silvia Carrascal Domínguez 2
  3. Nuria Camuñas Sánchez-Paulete 1
  1. 1 Universidad Nebrija

    Universidad Nebrija

    Madrid, España


  2. 2 Universidad Complutense de Madrid

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Docencia y aprendizaje: Competencias, identidad y formación de profesorado
  1. Silvia Carrascal Domínguez (coord.)
  2. Nuria Camuñas Sánchez-Paulete (coord.)

Publisher: Tirant Humanidades ; Tirant lo Blanch

ISBN: 978-84-19071-64-4

Year of publication: 2022

Pages: 153-172

Type: Book chapter


The training of Secondary Education teachers in Spain still has many elements to improve so that they can face the new educational challenges. The efforts made by the competent authorities and organizations have focused on the formation of competences following the constructivist paradigm. Some research on the subject has suggested that the Professional Teaching Identity has an influence on this reality. Thus, the objective of this work is to analyze the relationship and influence between teaching competencies and the construction of professional identity of teachers of Compulsory Secondary Education. After carrying out a descriptive bibliographic-documentary research, it is concluded that there is a strong relationship and influence between the competences and the professional teaching identity. This is manifested in the significance that the teacher gives to their practical and theoretical knowledge, and that they have an impact on learning, since it allows them to act safely and actively participate in decision-making, developing good practice. This means that the image he has of himself is positive and affects the vision that others have of him and about the profession. Professional Identity influences good practice and vice versa.