Abstract:

Some aspects of life stories of teachers from the National Polytechnic Institute (IPN), which influenced their educational proposals, are reported. This study is part of the IPN project 20164811. The methodology followed is qualitative. The aspects of life stories that were explored were: their motivations to be in teaching, their thoughts about their possible foray into teaching, their perceptions of their teachers and how they started in teaching (formally or informally). The results show that teachers who conceived themselves as teachers have achieved greater flexibility in the search for new educational proposals in order to achieve better learning outcomes in students, resulting in greater personal satisfaction; while teachers who are teaching without having assumed themselves as teachers have more difficulties to make educational proposals and when they make some, they give them less continuity, plus they are more superficial. Apparently the needs of these teachers are targeted to areas other than the classroom, and rather maintain their teaching methods without modification. The study exposed the need to know what strategies continue in teacher training to promote change in teachers who, due to their histories, have difficulty developing teaching strategies.

Keywords:

Life stories, educational proposals, high education teachers.