THE “DOUBLE TRANSITION” IN THE LEARNING IDENTITIES OF PRIMARY SCHOOL TEACHERS

This paper intends to reflect the ways in which eight primary school teachers constructed their learning identities in different contexts of their life courses. Different forms of learning suggest that educators faced hard transitions in their learning identities and careers. The biography of each interviewee was a dynamic process in which each used all their skills to build their own life’s trajectory. These educators had no fixed identities; they changed and became different persons. In each new situation their identities are (re) built, updated and modified. In each situation new experiences are encountered, which are integrated by the subjects in the process of biographical (re) construction. Each educator used their knowledge, their motivations and their experiences to build her/his biographical learning in a dialogue within the various contexts. The biography of each educator was being progressively constructed over the course of life, through the transition of multiple learning identities. This study is an example of teachers who did not follow a linear life course; they preferred to change, to face challenges, to take risks and to live the profession as a succession of learning identities.