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Two semiotic mechanisms that support the construction and development of professional teacher identity during a peer collaboration activity: an exploratory study of Chilean pre-service teachers

Crossref DOI link: https://doi.org/10.1007/s10212-025-00984-0

Published Online: 2025-07-24

Published Print: 2025-09

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Fauré, Jaime https://orcid.org/0000-0001-6644-3339
Chávez-Rojas, Jorge https://orcid.org/0000-0001-7603-4766
Mujica, Virginia https://orcid.org/0009-0003-7890-6574
Diez Yensen, Pilar https://orcid.org/0000-0002-5588-2720
Funding

Funding for this research was provided by:

Universidad Andrés Bello
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Article History

Received: 13 November 2024

Revised: 23 June 2025

Accepted: 1 July 2025

First Online: 24 July 2025

Declarations

:

: All participants signed an informed consent form in which they were informed about the objectives of the research and how the information provided would be handled.

: Not applicable.

: The authors declare no competing interests.

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