The professional identity of secondary school teachers in Spain

This article examines the problems of lower secondary education in Spain (ESO, or compulsory secondary education), in view of the implementation of several education reforms, focusing on their effect on the crisis in secondary teachers’ professional identity. Using research data, we analyse their experience of the crisis and the problems involved in rebuilding teachers’ identity in times of change. Finally, some guidelines are provided for reaffirmation of teachers’ professional status.