Education in identity values: a challenge in professional pedagogical activity

Abstract

Introduction: The shortcomings in the education in identity values of general education students denote theoretical and practical limitations in the undergraduate training of education professionals that restrict the appropriation of professional pedagogical modes of action for such purposes. Therefore, the need to contribute to the solution of these deficiencies constitutes the main motivation of the research that requires as its objective the elaboration of a pedagogical conception that has education in values as its structuring axis; whose novelty is revealed in the professional pedagogical identity approach of the teacher training process and its structuring around the formation of identity values that integrate national, local and professional pedagogical identity with its corresponding impact on local development. Materials and methods: In its development, methods such as analysis-synthesis, interviews and socialization workshops are used. Results: The pedagogical concept of training in professional pedagogical modes of action for education in identity values is based on the links between professional pedagogical identity and national identity and the processes from which these are built and consolidated. Discussion: It constitutes a novel perspective of the process of education in values in general and in identity values in particular and prepares future teachers to perform under the conditions imposed by the improvement of the national education system. Conclusions: The criteria expressed in the socialization workshops account for the currentness and originality of the research proposal, revealing its potential to contribute to the solution of the inadequacies in the undergraduate training of education professionals that limit the appropriation of professional pedagogical modes of action for education in identity values.