Theacher's psychosocial self-evaluation

• Autor(a) principal: de Souza Filho, Edson Alves
• Data de Publicação: 2005
• Tipo de documento: Artigo
• Título da fonte: Ensaio (Rio de Janeiro. Online)
• Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/614
• topic: Representaciones sociales; Profesores; Auto-evaluacion psicosocial; Social representations; Teachers; Psychosocial self-evaluation; Representacoes sociais; Professores; Auto-avaliação psicossocial

This research aims at verifying the connection between the use of psychosocial criteria for the teacher's profession choice and ways to practise it. We adopted the theory of social representations, which supposes that individuals/social groups construct social knowledges/practices to reach their specifical goals, such as identitary, ideological, explanatory, among others. Teachers of basic private schools (FP) (n=35), basic public schools (FPu) (n=42), and public universities (UPu) (n=13) took part in the research, all of them from the city of Rio de Janeiro. We elaborated a questionnaire with questions about why they joined the profession, features of a good/bad teacher, descriptions of how it is their professional practise, among others. We noticed that teachers of basic private schools, whom criterion of professional choice was more centred on the teacher as an individual (option/vocation), tended to represent the ideal aspects (good/bad teacher) of professional practise, focusing on the individual student and on interpersonal relations with him/her. However, the same teachers did not maintain the same content (individual student) when describing how they do actually act. On the contrary, the university teachers that choosed their profession because of the activity of teaching, stressed more the teacher's duties/involvement and competence/actualization in terms of actual and ideal actions. Finally, the basic public school's teachers, that presented a mixed profile of professional choice (option/vocation and social influence), gave an account of their action with predominance of socio-environmental aspects (context/mobilization and lack of external stimulus). In this sense, in the face of the professional/existencial dilemmas and difficulties they meet, basic private and public school teachers tended to seek a psychosocial self-evaluation as a form of ethical and professional improuvement.