The Profession of Educating Amid Contexts, Digital Innovation and Professional Habitus

This paper examines the ways through which teachers develop new professional practices and digital skills that slowly create their professional habitus. The hypothesis is that the creation of this habitus develops within the daily interaction with contexts, practices, inclusions to multiple communities, which transcend the classroom area and the discipline. The theoretical framework acting as a background for the consideration is rooted in that corpus of studies that considers ‘school as an organization’, as a community of practices where life and learning processes (individual and organizational) develop within a continuous socio-material process, constantly renewed by the interactions between subjects and composite objects that animate the space, contributing to giving a sense and meaning to their actions.