Narrativas autobiográficas y la construcción de la identidad profesional: enfoque de género en formadoras de formadores

This study examines the construction of professional identity through teachers’ autobiographical narratives in a collaborative exercise aimed at understanding how the gender perspective is incorporated. Through reflective writing, it identifies processes of knowledge construction on gender and sexuality within the participants’ formative trajectories and their impact on professional identity. The research follows a collaborative methodological approach based on a self-study design that involves self-confrontation and the re-signification of teaching practice. The findings reveal that family, educational, and professional experiences shape the configuration of professional identity in relation to gender. Furthermore, the analysis makes visible power relations such as heteronormativity, institutional sexism, and androcentrism within teacher education processes. It concludes that collaborative reflection fosters awareness of gender-related emotions and attitudes, promoting a critical feminist pedagogy oriented toward social and educational transformation.