Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

This study examines the sense of agency developed through hybrid identities two Chilean educators working across a university physics department (as teacher educators), secondary school part-time teachers), and self-organized professional community to which they belong. A Freirean conceptualization together with border crossing hybridity was used as theoretical frameworks. Data were collected biographical interviews follow-up conversations. critical narrative approach for analysis. Findings suggest that encountered hegemonic culture education characterized by different hierarchies tensions, such devaluation pedagogy, lack spaces dialogue, punitive view assessment. Nonetheless, evidence showed borders communities, participants problematise their boundaries. Through position, enact contest boundaries bringing new practices particularly department, offering collaboration, allowing others cross between university, science disciplines. It is argued can provide learning opportunities students colleagues. Moreover, belong acts space cultivating hope, stressing need collective rethinking our practices. As such, identity position offers counter-narrative idea departments hold only traditional banking teaching knowledge. Hence, this how disrupt limit who are engage with, highlighting more schoolteachers contributing initial education. Such actor could offer narratives future teachers negotiate ideas about pedagogy physics.