ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS

Detalhes bibliográficos
Autor(a) principal: Passoni, Taisa Pinetti
Data de Publicação: 2011
Outros Autores: Souza, Marta Gresechen Paiter Luzia de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Travessias (Cascavel. Online)
Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/4911
Resumo:  ABSTRACT: A group of four English teachers, in different moments of their career (two of them “initiate-teachers”, one “collaborative-teacher” and one “teacher-of-teacher”), report its experience of having participated in critical-collaborative meetings. Through the analysis of their (the teachers) speeches, we intend to identify discursive evidences concerning the (RE)construction of their professional identities in this process. Our purpose is based on the idea of autonomous conceptions of “I”, revealed by these individuals and also on the (RE)elaborations of this “I” in the face of negation and/or identification of/with the others.   KEYWORDS: Teacher training; professional identity; collaborative learning. 
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spelling ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERSIDENTIDADES PROFISSIONAIS DE PROFESORES DE LÍNGUA INGLESA: A (RE)CONSTRUÇÃO DIANTE DO(S) OUTRO(S)Formação de professoresidentidade profissionalaprendizagem colaborativa. ABSTRACT: A group of four English teachers, in different moments of their career (two of them “initiate-teachers”, one “collaborative-teacher” and one “teacher-of-teacher”), report its experience of having participated in critical-collaborative meetings. Through the analysis of their (the teachers) speeches, we intend to identify discursive evidences concerning the (RE)construction of their professional identities in this process. Our purpose is based on the idea of autonomous conceptions of “I”, revealed by these individuals and also on the (RE)elaborations of this “I” in the face of negation and/or identification of/with the others.   KEYWORDS: Teacher training; professional identity; collaborative learning.  RESUMO: Um grupo de quatro professores de inglês, em momentos distintos da profissão (dois professores novatos, uma professora colaboradora e uma professora de professores), relata sua experiência de participar de reuniões crítico-colaborativas de planejamento. Por meio da análise de suas falas, buscamos identificar evidências discursivas a respeito da (re)construção de suas identidades profissionais neste processo. A nossa atenção recai sobre concepções autônomas de “eu” que estes sujeitos revelam, e mais ainda, sobre as (re)elaborações deste “eu” diante da negação e/ou da identificação dos/com os outros.       PALAVRAS-CHAVE: formação de professores, identidade profissional, aprendizagem colaborativa. Unioeste2011-11-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/4911Travessias; Vol. 5 No. 2 (2011)Travessias; Vol. 5 Núm. 2 (2011)Travessias; v. 5 n. 2 (2011)1982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (Unioeste)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/4911/4333Copyright (c) 2011 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistainfo:eu-repo/semantics/openAccessPassoni, Taisa PinettiSouza, Marta Gresechen Paiter Luzia de2020-12-08T11:42:55Zoai:ojs.e-revista.unioeste.br:article/4911Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2020-12-08T11:42:55Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)false
dc.title.none.fl_str_mv ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
IDENTIDADES PROFISSIONAIS DE PROFESORES DE LÍNGUA INGLESA: A (RE)CONSTRUÇÃO DIANTE DO(S) OUTRO(S)
title ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
spellingShingle ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
Passoni, Taisa Pinetti
Formação de professores
identidade profissional
aprendizagem colaborativa.
title_short ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
title_full ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
title_fullStr ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
title_full_unstemmed ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
title_sort ENGLISH TEACHERS PROFESSIONAL IDENTITIES:THE (RE)CONSTRUCTION IN THE FACE OF THE OTHERS
author Passoni, Taisa Pinetti
author_facet Passoni, Taisa Pinetti
Souza, Marta Gresechen Paiter Luzia de
author_role author
author2 Souza, Marta Gresechen Paiter Luzia de
author2_role author
dc.contributor.author.fl_str_mv Passoni, Taisa Pinetti
Souza, Marta Gresechen Paiter Luzia de
dc.subject.por.fl_str_mv Formação de professores
identidade profissional
aprendizagem colaborativa.
topic Formação de professores
identidade profissional
aprendizagem colaborativa.
description  ABSTRACT: A group of four English teachers, in different moments of their career (two of them “initiate-teachers”, one “collaborative-teacher” and one “teacher-of-teacher”), report its experience of having participated in critical-collaborative meetings. Through the analysis of their (the teachers) speeches, we intend to identify discursive evidences concerning the (RE)construction of their professional identities in this process. Our purpose is based on the idea of autonomous conceptions of “I”, revealed by these individuals and also on the (RE)elaborations of this “I” in the face of negation and/or identification of/with the others.   KEYWORDS: Teacher training; professional identity; collaborative learning. 
publishDate 2011
dc.date.none.fl_str_mv 2011-11-04
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://e-revista.unioeste.br/index.php/travessias/article/view/4911
url https://e-revista.unioeste.br/index.php/travessias/article/view/4911
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://e-revista.unioeste.br/index.php/travessias/article/view/4911/4333
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Unioeste
publisher.none.fl_str_mv Unioeste
dc.source.none.fl_str_mv Travessias; Vol. 5 No. 2 (2011)
Travessias; Vol. 5 Núm. 2 (2011)
Travessias; v. 5 n. 2 (2011)
1982-5935
reponame:Travessias (Cascavel. Online)
instname:Universidade Estadual do Oeste do Paraná (Unioeste)
instacron:Unioeste
instname_str Universidade Estadual do Oeste do Paraná (Unioeste)
instacron_str Unioeste
institution Unioeste
reponame_str Travessias (Cascavel. Online)
collection Travessias (Cascavel. Online)
repository.name.fl_str_mv Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)
repository.mail.fl_str_mv revista.travessias@unioeste.br
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