The concept of professionalism in teaching in more recent studies

Detalhes bibliográficos
Autor(a) principal: Gorzoni, Sílvia de Paula
Data de Publicação: 2017
Outros Autores: Davis, Claudia Leme Ferreira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/4311
Resumo: The aim of this study is to contribute to the theoretical understanding of the concept of professionalism in teaching. To this end, this paper presents part of an integrative review study of the topic, including works by international authors. The five most accessed articles in education (according to the SciELO base) from 2006 to 2014 were also selected. The results showed that professionalism in teaching is associated with several aspects such as: specific professional knowledge; one’s own way of being and acting as a teacher; the development of a professional identity built on the actions of the teacher and in the light of social demands  inside and outside the school; the construction of expertise and the development of their own teaching skills acquired during initial and/or continued training, and also during their work experience. Finally, there was the need to report on the term “profession”, whose origin is sociological and polysemic, and difficult to define unequivocally.
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spelling The concept of professionalism in teaching in more recent studiesEl concepto de profesionalidad docente en los estudios más recientesLe concept de professionalité des enseignants dans les études les plus récentesO conceito de profissionalidade docente nos estudos mais recentesFormação de ProfessoresFormação ProfissionalCompetênciaHabilidadesFormation des EnseignantsFormation ProfessionnelleCompétenceSavoir-faireFormación de DocentesFormación ProfesionalCompetenciaHabilidadesTeacher EducationProfessional TrainingCompetenceSkillsThe aim of this study is to contribute to the theoretical understanding of the concept of professionalism in teaching. To this end, this paper presents part of an integrative review study of the topic, including works by international authors. The five most accessed articles in education (according to the SciELO base) from 2006 to 2014 were also selected. The results showed that professionalism in teaching is associated with several aspects such as: specific professional knowledge; one’s own way of being and acting as a teacher; the development of a professional identity built on the actions of the teacher and in the light of social demands  inside and outside the school; the construction of expertise and the development of their own teaching skills acquired during initial and/or continued training, and also during their work experience. Finally, there was the need to report on the term “profession”, whose origin is sociological and polysemic, and difficult to define unequivocally.El objetivo de este estudio es contribuir a la comprensión teórica del concepto de profesionalidad docente. Para ello, el presente artículo presenta parte de un estudio de revisión integrativa sobre el tema, con trabajos de autores internacionales. También se seleccionaron artículos de las cinco revistas más accesadas (según la base SciELO) del área de educación en el período de 2006 a 2014. Los resultados mostraron que la profesionalidad docente está asociada a diversos aspectos, tales como: el conocimiento profesional específico; la expresión de manera propia de ser y actuar como docente; el desarrollo de una identidad profesional construida em las acciones del profesor y a la luz de las demandas sociales internas y externas a la escuela; la construcción de competencias y el desarrollo de habilidades propias del acto de enseñar conquistadas durante la formación inicial y / o continuada y también a lo largo de las experiencias de trabajo del profesor. Finalmente, se observó la necesidad de referirse al término “profesión”, cuyo origen es sociológico y polisémico, de difícil definición unívoca.L’objectif de ce travail est de contribuer à la compréhensiom théorique du concept de professionnalité des enseignants. Il présente une partie d’une étude de révision intégrative de la litérature internationale le thème. Des articles couvrant la période 2006-2014, issus de cinq revues qui, d’après la base de données SciELO, sont les plus consultées ont aussi été sélectionnés. Les résultats ont montré que la professionnalité des enseignants est associée à différents aspects, tels que: l’expression de la manière d’être et d’agir comme enseignant; les savoirs professionnels specifiques; le développement d’une identité professionnelle construite par les actions du professeur et à la lumière des demandes sociales internes et externes à l’école ; la construction des compétences et le développement des capacités de l’acte d’enseigner, acquises tout au long de la formation initiale et/ou continue, ainsi que dans les expériences de travail. Finalement on remarque que le terme “profession”, dont l’origine est sociologique et polysémique est difficile à définir de manière univoque.O objetivo deste estudo é contribuir para a compreensão teórica do conceito de profissionalidade docente. Para tanto, o presente artigo apresenta parte de um estudo de revisão integrativa sobre o tema, com trabalhos de autores internacionais. Também foram selecionados artigos das cinco revistas mais acessadas (segundo a base SciELO) da área de educação no período de 2006 a 2014. Os resultados mostraram que a profissionalidade docente está associada a diversos aspectos, tais como: o conhecimento profissional específico; a expressão de maneira própria de ser e atuar como docente; o desenvolvimento de uma identidade profissional construída nas ações do professor e à luz das demandas sociais internas e externas à escola; a construção de competências e o desenvolvimento de habilidades próprias do ato de ensinar conquistadas durante a formação inicial e/ou continuada e também ao longo das experiências de trabalho do professor. Finalmente, observou-se a necessidade de se reportar ao termo “profissão”, cuja origem é sociológica e polissêmica, de difícil definição unívoca.Fundação Carlos Chagas2017-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/4311Cadernos de Pesquisa; Vol. 47 No. 166: out./dez.2017; 1396-1413Cadernos de Pesquisa; Vol. 47 Núm. 166: out./dez.2017; 1396-1413Cadernos de Pesquisa; Vol. 47 No. 166: out./dez.2017; 1396-1413Cadernos de Pesquisa; v. 47 n. 166: out./dez.2017; 1396-14131980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/4311/pdfCopyright (c) 2017 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessGorzoni, Sílvia de PaulaDavis, Claudia Leme Ferreira2022-12-02T14:10:22Zoai:ojs.publicacoes.fcc.org.br:article/4311Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-02T14:10:22Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv The concept of professionalism in teaching in more recent studies
El concepto de profesionalidad docente en los estudios más recientes
Le concept de professionalité des enseignants dans les études les plus récentes
O conceito de profissionalidade docente nos estudos mais recentes
title The concept of professionalism in teaching in more recent studies
spellingShingle The concept of professionalism in teaching in more recent studies
Gorzoni, Sílvia de Paula
Formação de Professores
Formação Profissional
Competência
Habilidades
Formation des Enseignants
Formation Professionnelle
Compétence
Savoir-faire
Formación de Docentes
Formación Profesional
Competencia
Habilidades
Teacher Education
Professional Training
Competence
Skills
title_short The concept of professionalism in teaching in more recent studies
title_full The concept of professionalism in teaching in more recent studies
title_fullStr The concept of professionalism in teaching in more recent studies
title_full_unstemmed The concept of professionalism in teaching in more recent studies
title_sort The concept of professionalism in teaching in more recent studies
author Gorzoni, Sílvia de Paula
author_facet Gorzoni, Sílvia de Paula
Davis, Claudia Leme Ferreira
author_role author
author2 Davis, Claudia Leme Ferreira
author2_role author
dc.contributor.author.fl_str_mv Gorzoni, Sílvia de Paula
Davis, Claudia Leme Ferreira
dc.subject.por.fl_str_mv Formação de Professores
Formação Profissional
Competência
Habilidades
Formation des Enseignants
Formation Professionnelle
Compétence
Savoir-faire
Formación de Docentes
Formación Profesional
Competencia
Habilidades
Teacher Education
Professional Training
Competence
Skills
topic Formação de Professores
Formação Profissional
Competência
Habilidades
Formation des Enseignants
Formation Professionnelle
Compétence
Savoir-faire
Formación de Docentes
Formación Profesional
Competencia
Habilidades
Teacher Education
Professional Training
Competence
Skills
description The aim of this study is to contribute to the theoretical understanding of the concept of professionalism in teaching. To this end, this paper presents part of an integrative review study of the topic, including works by international authors. The five most accessed articles in education (according to the SciELO base) from 2006 to 2014 were also selected. The results showed that professionalism in teaching is associated with several aspects such as: specific professional knowledge; one’s own way of being and acting as a teacher; the development of a professional identity built on the actions of the teacher and in the light of social demands  inside and outside the school; the construction of expertise and the development of their own teaching skills acquired during initial and/or continued training, and also during their work experience. Finally, there was the need to report on the term “profession”, whose origin is sociological and polysemic, and difficult to define unequivocally.
publishDate 2017
dc.date.none.fl_str_mv 2017-12-06
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/4311
url https://publicacoes.fcc.org.br/cp/article/view/4311
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/4311/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2017 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 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. 47 No. 166: out./dez.2017; 1396-1413
Cadernos de Pesquisa; Vol. 47 Núm. 166: out./dez.2017; 1396-1413
Cadernos de Pesquisa; Vol. 47 No. 166: out./dez.2017; 1396-1413
Cadernos de Pesquisa; v. 47 n. 166: out./dez.2017; 1396-1413
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
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instname_str Fundação Carlos Chagas (FCC)
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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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