ADAPTING TO A DIGITAL WORLD

AN AUTONARRATIVE STUDY ON THE CONSTRUCTION OF TEACHER IDENTITY IN CONTEXTS OF TECHNOLOGICAL TRANSFORMATION

Abstract

This article discusses the trajectory of the first author’s teacher education, with an emphasis on the adaptation to technologies and their importance for pedagogical practice, aiming to continue a personal reflective process initiated in previous work. The results are based on self-narratives of the teacher in training, a research method that explores both school and non-school experiences and allows for the analysis of the construction of professional identity. The analysis situates the First Industrial Revolution as the starting point of global technological transformations, highlighting the growing importance of computing and the internet in contemporary society and, by extension, in the educational environment. Continuous reflection on the academic and professional trajectory reveals ethical and social challenges, as well as a lack of infrastructure and insecurity in the face of new tools—factors that are crucial for the quality of teaching and for initial and continuing teacher education. The conclusion reinforces that self-narrative research offers an authentic and contextualized path to understand and overcome these obstacles, inspiring more effective and humane training strategies for educators.