Construction of teacher identity in a novice teacher with innovative traits: a biographical narrative study

This article emerges from a broader investigation into the construction of the professional identity of a novice teacher with innovative traits. It is based on a dialectical understanding of the teacher socialisation process, which recognises novice teachers as active subjects in shaping their professional identity. The central objective is to understand which elements have influenced the construction of a teacher identity oriented towards educational innovation, based on life trajectories, training processes and initial professional integration experiences. In this way, we consider identity as a situated, relational and constantly evolving construction. Methodologically, the research is framed within a qualitative paradigm, specifically the biographical narrative method, from which we have developed a unique account. Discursive analysis of the data allowed us to identify distinct turning points in the teacher identity construction process, revealing how their school life, family relationships, university education and the tensions experienced on entering the school institution influence their critical stance and the development of a teacher identity committed to educational innovation. Hence, the article provides insights into how novice teachers can resist traditional school cultures and undertake identity reconstruction processes geared towards educational innovation.