Abstract

This article delves into the professional identity of teachers working in second-chance schools in Chile. Utilizing a qualitative, exploratory design, this study conducted semi-structured interviews with 12 teachers. Additionally, focus groups were held with different members of the educational communities in which these professionals taught: two with students, two with mothers, fathers, and guardians, one with professionals from the school integration program, and two with the administrative team. The gathered data undergoes thematic analysis of narratives, revealing four distinct dimensions of teachers' professional identity within these educational recovery contexts: the motivation to teach individuals rather than students, the emotional connection with young learners to ensure the educational process, the multidimensional adaptation in the service of learning, and a deep connection with one's own emotions. This study deepens our understanding of the identity of teachers working in contexts that are markedly different from regular educational settings, an area that has been under-researched both nationally and internationally. The findings are valuable contribution to the development of more effective strategies for the training, recruitment, and retention of teachers in second-chance schools. © 2024 Pontificia Universidad Catolica de Chile. All rights reserved.