Sánchez Hernández, VerónicaMontero Juárez, Elisabet2019-05-092019-05-092017-12https://hdl.handle.net/20.500.12371/622"There is a lack of important information regarding professional development. This is why this study offers and expands the traditional focus on professionalization by offering insights into the link between early year experiences and professional development in Mexico. From a sociocultural theoretical perspective, it is not merely what teachers saw and did as learners that influenced their thinking about teaching and learning, but it is the emotional experiences associated with their schooling histories that play a central role in understanding teaching activity (Johnson & Worden, 2014). Thus, by using a timeline scheme, an interview and their Curriculum Vitae (CV) this thesis explores the implications of how crucial experiences shaped seven Mexican professors’ beliefs, emotions, agency and identity. Consequently, this study is twofold: 1) it intends to get insights into the early years experiences that could inspire adult professional development or create barriers and 2) to contribute to the discussion about professional development and PhD degree achievement. Preliminary results suggest that there are decisive/critical moments and emotions in school life, which have later implications on professional development".pdfengHumanidades y Ciencias de la ConductaEducación superior--Grados académicos--DoctoradoRelaciones maestro-estudianteTesisDesarrollo profesionalMaestros--Relaciones profesionalesFormación profesional--MéxicoopenAccess