The role of non-licensed professionals in Colombian higher education: Identity and pedagogical training

Abstract

This study explores the relationship between teacher identity and pedagogical training among Non-licensed professionals (NLPs) in Colombian higher education. A content analysis (CA) is employed to analyze academic sources, including doctoral theses and indexed articles, focusing on identity formation and pedagogical development using qualitative research design. The findings reveal that NLPs demonstrate deep expertise in their respective fields while many lack formal pedagogical training which is essential for developing effective teaching practices. This gap not only affects the quality of education but also delays the development of a coherent and transformative teacher identity. This study underscores the importance of continuous pedagogical training that emphasizes both personal and professional growth, moving beyond knowledge acquisition to address individual and collective dimensions of development. It concludes that higher education institutions must implement structured training programs that align technical expertise with pedagogical practices enabling NLPs to create enriched learning environments and contribute more effectively to educational transformation. Furthermore, the research highlights the need for policies supporting NLPs' development as teachers and professionals, inviting further exploration of the challenges and opportunities they face. Such initiatives are crucial to ensure quality education and promote meaningful contributions to the academic community.