Elements that Constitute the Teaching Identity of Two Experienced Elementary School Teachers

• Autor(a) principal: Francine Ferreira da Silva, Jéssica
• Data de Publicação: 2021
• Outros Autores: Gestoso de Souza, Ana Paula, Massako Murakami Tiba, Aline
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/5168

Abstract: Learning to become a teacher goes through the personal trajectory, the formation and professional processes of teachers and it is influenced by different aspects, which are responsible for the construction of the professional teacher identity. For these reflections, this study sought to answer: what elements characterize the constitution of the teaching identity of two experienced elementary school teachers? Could these elements have influenced the choice and interest of participating in a mentoring program? In what way? Therefore, it was sought to identify elements and characteristics of this process, through the analysis of formative memoirs and observe how this constitution influenced the choice and interest of acting in a mentoring program. From a qualitative perspective, the trajectory of childhood and schooling, initial formation, the beginning of teaching and the trajectory of professional performance were analyzed, with a focus on the beginning of the teaching career. The results show that the family, the example/model of teachers, co-workers, continuing formation experiences, political commitment, involvement in reflective processes, and being resilient, seems to have strongly influenced the construction of the teaching identity of the experienced teachers. In this sense, it was observed that some of these elements, constituents of their teaching identities, such as the support received by their peers (beginners and experienced) at the beginning of their careers, the constant search for continuing education and political commitment and engagement seem to have influenced the choice of these teachers to act as mentors of beginning teachers. Keywords: Teaching professional development. Continuing education. Formative Memoir.