The construct of identity offers a powerful and multidimensional lens to study teacher learning and development. The aim of this workshop is to provide an overview of the diverse perspectives, frameworks, and tools that researchers have adopted to study teacher identity and how it develops over the past 20 years. The workshop will introduce participants to the various theoretical approaches to framing teacher identity and showcase a series of methodological procedures and tools that researchers have employes in their works in multiple contexts. Building on an overview of existing knowledge the participants will be engaged in interactive tasks and discussions about what an identity perspective might imply for research on teacher learning and development and essentially for teacher education. 

En la actualidad existen diferentes controversias que están presentes en los medios, debates políticos, académicos, etc., que requieren de conocimientos complejos basados en la ciencia y en la tecnología. Estas controversias están englobadas en las denominadas Cuestiones Socialmente Vivas (por sus siglas en francés, QSV). Esta complejidad puede ser abordada desde el enfoque de cartografía de controversias como un paso previo al activismo educativo. Aquí se presenta el proyecto desarrollado por el Equipo QSV ENCIC de la Universidad de Málaga en el que se vincula la investigación sobre estas cuestiones con la práctica educativa.

Faced with the challenges of the Anthropocene, we not only need to anticipate very precisely the consequences of ongoing environmental and social changes, but we also need to imagine new ways of inhabiting the earth. In this wicked, uncertain and fragile world, how can we help students think about probable, possible and desirable futures? The conference will focus on how the temporal characteristics of the problems of the Anthropocene require the development of futures thinking in schools. It will be based on pedagogical examples, built at the interface of environmental education, futures education and the teaching of socially acute questions.