Voices in the teacher identity of experienced early childhood educators

Detalhes bibliográficos
Autor(a) principal: Figueroa-Céspedes, Ignacio
Data de Publicação: 2023
Outros Autores: Guerra Zamora, Paula
Tipo de documento: Artigo
Idioma: spa
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/10014
Resumo: The present study seeks to identify and understand the voices of four experienced Chilean early childhood educators who are in dealing with critical incidents in their professional experience. Semi-structured interviews of narrative orientation, focused interviews and biograms were applied, on which a thematic analysis was conducted using tools of the dialogical self-theory. The critical incidents collected are temporally located in the first stage of their professional trajectory and show ruptures in the caregiving function, provoking emotions of frustration, guilt and anger. Identity tensions between the detected voices are identified in the stories, showing the transition from an educator in training to a professional educator.
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spelling Voices in the teacher identity of experienced early childhood educatorsVoces en la identidad docente de educadoras de párvulos experimentadasVoix et identité enseignante d’éducatrices de la petite enfance expérimentéesVozes na identidade docente de educadoras experientes na educação infantilIdentidadEnseñanzaEducación InfantilAprendizajeIdentidadeDocênciaEducação InfantilAprendizagemIdentityTeachingEarly Childhood EducationLearningIdentitéEnseignementÉducation de la Petite EnfanceApprentissageThe present study seeks to identify and understand the voices of four experienced Chilean early childhood educators who are in dealing with critical incidents in their professional experience. Semi-structured interviews of narrative orientation, focused interviews and biograms were applied, on which a thematic analysis was conducted using tools of the dialogical self-theory. The critical incidents collected are temporally located in the first stage of their professional trajectory and show ruptures in the caregiving function, provoking emotions of frustration, guilt and anger. Identity tensions between the detected voices are identified in the stories, showing the transition from an educator in training to a professional educator.La presente busca identificar y comprender las voces con las que se posicionan cuatro educadoras de párvulos chilenas experimentadas al abordar incidentes críticos en su experiencia profesional. Se aplicaron entrevistas semiestructuradas de orientación narrativa, entrevistas focalizadas y biogramas, sobre las que se realizó un análisis temático utilizando herramientas de la teoría del self dialógico. Los incidentes críticos recopilados se ubican temporalmente en la primera etapa de su trayectoria profesional y muestran rupturas en la función de cuidado, provocando emociones de frustración, culpa e ira. En los relatos se identifican tensiones identitarias entre las voces detectadas, dando cuenta de la transición entre una educadora en formación a una educadora profesional.Cet article cherche à identifier et à comprendre les voix et le positionnement de quatre éducatrices chiliennes de garderie face à des incidents critiques vécus lors de leur expérience professionnelle. Des entretiens semi-structurés de type narratif, des entretiens ciblés et des biogrammes ont été réalisés et analysés thématiquement à l’aide d’outils issus de la théorie du soi dialogique. Les incidents critiques retenus se situent chronologiquement dans la première phase de leur parcours professionnel et font état de ruptures d’attention, provoquant des émotions de frustration, de culpabilité et de colère. Dans les récits ressortent des tensions identitaires qui signalent le passage d’éducatrice en formation à celui d’éducatrice professionnelle.Este artigo busca identificar e compreender as vozes com que se posicionam quatro experientes educadoras chilenas de escolas infantis ao abordar incidentes críticos em sua experiência profissional. Foram feitas entrevistas semiestruturadas de orientação narrativa, entrevistas focadas e biogramas, que serviram de base para uma análise temática utilizando ferramentas da teoria do self dialógico. Os incidentes críticos coletados situam-se temporalmente na primeira etapa de sua trajetória profissional e mostram rupturas na função do cuidado, provocando emoções de frustração, culpa e raiva. As histórias identificam tensões de identidade entre as vozes detectadas, mostrando a transição de uma educadora em formação para uma educadora profissional.Fundação Carlos Chagas2023-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/10014Cadernos de Pesquisa; Vol. 53 (2023); e10014Cadernos de Pesquisa; Vol. 53 (2023); e10014Cadernos de Pesquisa; Vol. 53 (2023); e10014Cadernos de Pesquisa; v. 53 (2023); e100141980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspaenghttps://publicacoes.fcc.org.br/cp/article/view/10014/4686https://publicacoes.fcc.org.br/cp/article/view/10014/4687https://publicacoes.fcc.org.br/cp/article/view/10014/4834https://publicacoes.fcc.org.br/cp/article/view/10014/4835https://publicacoes.fcc.org.br/cp/article/view/10014/4836https://publicacoes.fcc.org.br/cp/article/view/10014/4837Copyright (c) 2023 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFigueroa-Céspedes, IgnacioGuerra Zamora, Paula2024-02-06T17:35:02Zoai:ojs.publicacoes.fcc.org.br:article/10014Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2024-02-06T17:35:02Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Voices in the teacher identity of experienced early childhood educators
Voces en la identidad docente de educadoras de párvulos experimentadas
Voix et identité enseignante d’éducatrices de la petite enfance expérimentées
Vozes na identidade docente de educadoras experientes na educação infantil
title Voices in the teacher identity of experienced early childhood educators
spellingShingle Voices in the teacher identity of experienced early childhood educators
Figueroa-Céspedes, Ignacio
Identidad
Enseñanza
Educación Infantil
Aprendizaje
Identidade
Docência
Educação Infantil
Aprendizagem
Identity
Teaching
Early Childhood Education
Learning
Identité
Enseignement
Éducation de la Petite Enfance
Apprentissage
title_short Voices in the teacher identity of experienced early childhood educators
title_full Voices in the teacher identity of experienced early childhood educators
title_fullStr Voices in the teacher identity of experienced early childhood educators
title_full_unstemmed Voices in the teacher identity of experienced early childhood educators
title_sort Voices in the teacher identity of experienced early childhood educators
author Figueroa-Céspedes, Ignacio
author_facet Figueroa-Céspedes, Ignacio
Guerra Zamora, Paula
author_role author
author2 Guerra Zamora, Paula
author2_role author
dc.contributor.author.fl_str_mv Figueroa-Céspedes, Ignacio
Guerra Zamora, Paula
dc.subject.por.fl_str_mv Identidad
Enseñanza
Educación Infantil
Aprendizaje
Identidade
Docência
Educação Infantil
Aprendizagem
Identity
Teaching
Early Childhood Education
Learning
Identité
Enseignement
Éducation de la Petite Enfance
Apprentissage
topic Identidad
Enseñanza
Educación Infantil
Aprendizaje
Identidade
Docência
Educação Infantil
Aprendizagem
Identity
Teaching
Early Childhood Education
Learning
Identité
Enseignement
Éducation de la Petite Enfance
Apprentissage
description The present study seeks to identify and understand the voices of four experienced Chilean early childhood educators who are in dealing with critical incidents in their professional experience. Semi-structured interviews of narrative orientation, focused interviews and biograms were applied, on which a thematic analysis was conducted using tools of the dialogical self-theory. The critical incidents collected are temporally located in the first stage of their professional trajectory and show ruptures in the caregiving function, provoking emotions of frustration, guilt and anger. Identity tensions between the detected voices are identified in the stories, showing the transition from an educator in training to a professional educator.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-07
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://publicacoes.fcc.org.br/cp/article/view/10014
url https://publicacoes.fcc.org.br/cp/article/view/10014
dc.language.iso.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/10014/4686
https://publicacoes.fcc.org.br/cp/article/view/10014/4687
https://publicacoes.fcc.org.br/cp/article/view/10014/4834
https://publicacoes.fcc.org.br/cp/article/view/10014/4835
https://publicacoes.fcc.org.br/cp/article/view/10014/4836
https://publicacoes.fcc.org.br/cp/article/view/10014/4837
dc.rights.driver.fl_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 53 (2023); e10014
Cadernos de Pesquisa; Vol. 53 (2023); e10014
Cadernos de Pesquisa; Vol. 53 (2023); e10014
Cadernos de Pesquisa; v. 53 (2023); e10014
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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