TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY

Detalhes bibliográficos
Autor(a) principal: Mellini, Carolina Kiyoko
Data de Publicação: 2021
Outros Autores: Bovolenta Ovigli, Daniel Fernando
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensaio (Belo Horizonte. Online)
Texto Completo: https://periodicos.ufmg.br/index.php/ensaio/article/view/16364
Resumo: This text presents an study about the constitution of the professional identity of science and biology teachers who are at the beginning of their careers (first three years). For these research, semi-structured interviews were carried out with four teachers graduated from the Biological Sciences undergraduate course of a public higher education institution, who are teaching. The data were interpreted in the light of the Discursive Textual Analysis theory and point out that professional identity is built on social relations and that identification with the profession during initial education is related to the student's intention to pursue the teaching career in the early years of college or not; that teaching knowledge are elements that are part of the teacher's identity and that Supervised Curricular Internship and teacher initiation programs have a great importance in teacher education.
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spelling TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGYIDENTIDAD DOCENTE: PERCEPCIONES DE PROFESORES PRINCIPIANTES DE BIOLOGÍA: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGYIDENTIDADE DOCENTE: PERCEPÇÕES DE PROFESSORES DE BIOLOGIA INICIANTES: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGYIdentidade Docentes; Saberes Docentes; Professor de Biologia.Teaching Identity; Teaching Knowledge; Sciences and Biology Teachers.Identidad docente; Conocimiento de enseñanza; Profesor de Ciencias y Biología.This text presents an study about the constitution of the professional identity of science and biology teachers who are at the beginning of their careers (first three years). For these research, semi-structured interviews were carried out with four teachers graduated from the Biological Sciences undergraduate course of a public higher education institution, who are teaching. The data were interpreted in the light of the Discursive Textual Analysis theory and point out that professional identity is built on social relations and that identification with the profession during initial education is related to the student's intention to pursue the teaching career in the early years of college or not; that teaching knowledge are elements that are part of the teacher's identity and that Supervised Curricular Internship and teacher initiation programs have a great importance in teacher education.Este artículo presenta un estudio sobre la constitución de la identidad profesional de los profesores de ciencias y biología que están al comienzo de sus carreras (primeros tres años de actuación). Para el desarrollo de la investigación se realizaron entrevistas semiestructuradas con cuatro docentes graduados de la Licenciatura en Ciencias Biológicas de una institución de educación superior, que imparten clases. Los datos se interpretaron a la luz de la teoría del análisis textual discursivo y señalan que la identidad profesional se construye a partir de las relaciones sociales y que la identificación con la profesión durante la educación inicial está relacionada con la intención del estudiante, en los primeros años de la universidad, de seguir una carrera docente o no; que el conocimiento de la enseñanza son elementos que forman parte de la identidad del maestro y que la pasantía curricular supervisada y los programas de iniciación a la enseñanza son de suma importancia en la formación del profesor.Este texto apresenta um estudo acerca da constituição da identidade profissional de professores de Biologia que estão no início de suas carreiras. Para o desenvolvimento da pesquisa foram realizadas entrevistas semiestruturadas com quatro professores egressos do curso de Licenciatura em Ciências Biológicas oferecido por uma instituição pública federal de educação superior, que estão em exercício docente. As informações levantadas foram interpretadas à luz da Análise Textual Discursiva e apontam: (i) que a identidade profissional é construída a partir das relações sociais e que a identificação com a profissão durante a formação inicial está relacionada com a intenção do aluno, logo nos primeiros anos da faculdade, em seguir a carreira docente ou não; (ii) que os saberes docentes são elementos que fazem parte da identidade do professor e que o Estágio Curricular Supervisionado e programas de iniciação à docência são de suma importância na formação do professor. This text presents a study about the constitution of the professional identity of Biology teachers who are at the beginning of their careers. For this research, semi-structured interviews were carried out with four teachers graduated from the Biological Sciences undergraduate course offered by a public higher education institution, who are teaching. The data were interpreted in the light of the Discursive Textual Analysis theory and point out: (i) that professional identity is built on social relations and that identification with the profession during initial education is related to the student’s intention to pursue the teaching career in the early years of college or not; (ii) that teaching knowledges are elements that are part of the teacher’s identity and that Supervised Curricular Internship and teacher initiation programs have a great importance in teacher education.CECIMIG-FaE-UFMG2021-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://periodicos.ufmg.br/index.php/ensaio/article/view/1636410.1590/1983-21172020210117Ensaio Research in Science Education; Vol. 22 (2020)Ensaio Investigación en educación científica; Vol. 22 (2020)Ensaio Pesquisa em Educação em Ciências; v. 22 (2020)1983-21171415-2150reponame:Ensaio (Belo Horizonte. Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/ensaio/article/view/16364/26806Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciênciasinfo:eu-repo/semantics/openAccessMellini, Carolina KiyokoBovolenta Ovigli, Daniel Fernando2021-05-01T01:34:25Zoai:periodicos.ufmg.br:article/16364Revistahttps://periodicos.ufmg.br/index.php/ensaioPUBhttps://periodicos.ufmg.br/index.php/ensaio/oairevistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com1983-21171415-2150opendoar:2021-05-01T01:34:25Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
IDENTIDAD DOCENTE: PERCEPCIONES DE PROFESORES PRINCIPIANTES DE BIOLOGÍA: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
IDENTIDADE DOCENTE: PERCEPÇÕES DE PROFESSORES DE BIOLOGIA INICIANTES: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
title TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
spellingShingle TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
Mellini, Carolina Kiyoko
Identidade Docentes; Saberes Docentes; Professor de Biologia.
Teaching Identity; Teaching Knowledge; Sciences and Biology Teachers.
Identidad docente; Conocimiento de enseñanza; Profesor de Ciencias y Biología.
title_short TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
title_full TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
title_fullStr TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
title_full_unstemmed TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
title_sort TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY: TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY
author Mellini, Carolina Kiyoko
author_facet Mellini, Carolina Kiyoko
Bovolenta Ovigli, Daniel Fernando
author_role author
author2 Bovolenta Ovigli, Daniel Fernando
author2_role author
dc.contributor.author.fl_str_mv Mellini, Carolina Kiyoko
Bovolenta Ovigli, Daniel Fernando
dc.subject.por.fl_str_mv Identidade Docentes; Saberes Docentes; Professor de Biologia.
Teaching Identity; Teaching Knowledge; Sciences and Biology Teachers.
Identidad docente; Conocimiento de enseñanza; Profesor de Ciencias y Biología.
topic Identidade Docentes; Saberes Docentes; Professor de Biologia.
Teaching Identity; Teaching Knowledge; Sciences and Biology Teachers.
Identidad docente; Conocimiento de enseñanza; Profesor de Ciencias y Biología.
description This text presents an study about the constitution of the professional identity of science and biology teachers who are at the beginning of their careers (first three years). For these research, semi-structured interviews were carried out with four teachers graduated from the Biological Sciences undergraduate course of a public higher education institution, who are teaching. The data were interpreted in the light of the Discursive Textual Analysis theory and point out that professional identity is built on social relations and that identification with the profession during initial education is related to the student's intention to pursue the teaching career in the early years of college or not; that teaching knowledge are elements that are part of the teacher's identity and that Supervised Curricular Internship and teacher initiation programs have a great importance in teacher education.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/ensaio/article/view/16364
10.1590/1983-21172020210117
url https://periodicos.ufmg.br/index.php/ensaio/article/view/16364
identifier_str_mv 10.1590/1983-21172020210117
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/ensaio/article/view/16364/26806
dc.rights.driver.fl_str_mv Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciências
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciências
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv CECIMIG-FaE-UFMG
publisher.none.fl_str_mv CECIMIG-FaE-UFMG
dc.source.none.fl_str_mv Ensaio Research in Science Education; Vol. 22 (2020)
Ensaio Investigación en educación científica; Vol. 22 (2020)
Ensaio Pesquisa em Educação em Ciências; v. 22 (2020)
1983-2117
1415-2150
reponame:Ensaio (Belo Horizonte. Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Ensaio (Belo Horizonte. Online)
collection Ensaio (Belo Horizonte. Online)
repository.name.fl_str_mv Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com
_version_ 1788989914349568000

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