Study of the professional identity background among youth and adult education teachers

Estudio de los antecedentes de identidad profesional en docentes de educación de jóvenes y adultos

Abstract

The teaching and learning process in Cuba's Youth and Adult Education subsystem is highly complex due to various factors, including the diversity of its student body, their different interests, the heterogeneity of its teachers, and scheduling issues, among others. At the same time, the bilateral relationship between students and teachers is very encouraging for the process and its success, providing an essential pedagogical foundation for the entire Cuban education system. Teachers at this level must combine interpersonal skills with an understanding of student needs, organizational abilities, technological proficiency, academic and pedagogical knowledge, and professional values that enable them to facilitate learning and adapt to each student's specific needs. All of this has led researchers to focus on the process of professional identity formation among teachers in this educational subsystem. This prompts the following research question: the need to study the antecedents of professional identity formation among teachers in Youth and Adult Education in Pinar del Río province. The authors aim to conduct a theoretical study, from a scientific perspective, that examines the antecedents of the professional identity formation process among teachers in Youth and Adult Education in Pinar del Río, Cuba.