Teacher Identity Dynamics in Contexts of Globalisation

This research seeks to explore the representations and experiences of a group of teachers, trying to understand their references to meaning and identity in different contexts marked by globalisation. Believing that the construction of professional identity is strongly conditioned by the specificity of the contexts in which we operate, we focussed our study on the identity processes of a group of public school teachers from a secondary school in the north of the country. Nine teachers took part in this research, from different age groups and different curricular areas who, at a certain point in their lives, decided to embark on the ＂path of teaching＂, building their professional journeys and identities there.