摘要：This paper presents an analysis of digital reflective narratives of identity constructed by student teachers in their first year in a Spanish University. The literature review demonstrates the multidimensional nature of teacher identity, showing that, during the transition of their first year at University, student teachers’ ideas of identity reflect a highly emotional and committed stance on childhood and social justice. The innovative approach taken in the current work includes a review of the possibilities of digital artefacts, as OER, for reflection. The conclusion discusses the importance of scaffolding approaches to the development of teacher identity through a reflective methodology.
其他摘要：This paper presents an analysis of digital reflective narratives of identity constructed by student teachers in their first year in a Spanish University. The literature review demonstrates the multidimensional nature of teacher identity, showing that, during the transition of their first year at University, student teachers’ ideas of identity reflect a highly emotional and committed stance on childhood and social justice. The innovative approach taken in the current work includes a review of the possibilities of digital artefacts, as OER, for reflection. The conclusion discusses the importance of scaffolding approaches to the development of teacher identity through a reflective methodology.
