Teachers' commitment, an inquiry to the sense of professionalism in changing times

Abstract

The current educational context sets the teacher in a level where he/she is the responsible and executor of actions tending to favor the processes of change in education. However, from an approach that makes visible the teacher's commitment and its dimensions it may be possible to think from a perspective in which this actor, the teacher, happens to be an executor of externally established patterns -a leading actor- where commitment is configured as a powerful articulator of identity processes, as well as, promoter of a professionalism that gives meaning, purpose, implication and action to processes of change.