Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization
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Data de Publicação: | 2021 |
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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/5436 |
Resumo: | Abstract: Being a teacher, especially of Chemistry and thinking about the identity of this professional, is that it is turned to this study, to contribute to the discussions about the representations given about belonging and being a teacher by chemistry graduates. Thus, we aim with this research to understand the representation of undergraduates and freshmen from a bachelor's degree in Chemistry about what they think about being a chemistry teacher. As a methodological aspect,we used the qualitative and descriptive approach, with precepts of research in social representation, with the participation of 30 graduates who were starting and/or at the end of the Degree course in Chemistry of a Higher Education Institution in the interior of Bahia. Their insights were submitted to the Web WordClouds application, to create the word cloud, evidencing the most relevant meanings. To systematize and discuss the data, we performed the content analysis of the most significant expressions of the groups. Some expressions were more expressive between the two groups investigated that ranged from citizenship, through the strategy of teaching science to the challenges of society. As for the explanations given by the participants, two predominant dimensions emerged: "Teacher identity and professionalization" and "Teacher identity and citizenship training''. We can conclude through the ideas shared by future chemistry teachers, that the group perceives the importance of pedagogical training performed in the exchange between the university and the school characterizing the social role of teaching and teacher professionalization, especially focused on the bias of citizenship. Keywords: Social Representation. Chemistry Teacher. Initial training. Teacher Identity. |
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Representations of Being a Chemistry Teacher: Professional Identity and Teacher ProfessionalizationRepresentações do ser professor de química: identidade profissional e profissionalização docenteAbstract: Being a teacher, especially of Chemistry and thinking about the identity of this professional, is that it is turned to this study, to contribute to the discussions about the representations given about belonging and being a teacher by chemistry graduates. Thus, we aim with this research to understand the representation of undergraduates and freshmen from a bachelor's degree in Chemistry about what they think about being a chemistry teacher. As a methodological aspect,we used the qualitative and descriptive approach, with precepts of research in social representation, with the participation of 30 graduates who were starting and/or at the end of the Degree course in Chemistry of a Higher Education Institution in the interior of Bahia. Their insights were submitted to the Web WordClouds application, to create the word cloud, evidencing the most relevant meanings. To systematize and discuss the data, we performed the content analysis of the most significant expressions of the groups. Some expressions were more expressive between the two groups investigated that ranged from citizenship, through the strategy of teaching science to the challenges of society. As for the explanations given by the participants, two predominant dimensions emerged: "Teacher identity and professionalization" and "Teacher identity and citizenship training''. We can conclude through the ideas shared by future chemistry teachers, that the group perceives the importance of pedagogical training performed in the exchange between the university and the school characterizing the social role of teaching and teacher professionalization, especially focused on the bias of citizenship. Keywords: Social Representation. Chemistry Teacher. Initial training. Teacher Identity. Resumo: Ser professor, principalmente de Química, e pensar na identidade desse profissional é a que se volta a este estudo, na tentativa de contribuir com as discussões acerca das representações dadas sobre o pertencimento e o ser docente por licenciandos de química. Sendo assim, objetivamos com esta pesquisa compreender as representações de licenciandos concluintes e ingressantes de um curso de licenciatura em Química acerca do que pensam sobre ser professor(a) de Química. Como aspecto metodológico utilizamos da abordagem qualitativa e descritiva, com preceitos da pesquisa em representação social, com a participação de 30 licenciandos que estavam iniciando e/ou no final do curso de Licenciatura em Química de uma Instituição de Ensino Superior do interior da Bahia. Suas percepções foram submetidas à aplicação Web WordClouds, para criação da nuvem de palavras, evidenciando as significações mais relevantes. Para sistematizar e discutir os dados, realizamos a análise de conteúdo das expressões mais significativas dos grupos. Algumas expressões foram mais expressivas entre os dois grupos investigados, as quais versavam desde a cidadania, passando pela estratégia de ensinar ciências até os desafios da sociedade. Quanto às explicações dadas pelos participantes, emergiram duas dimensões predominantes: “Identidade docente e a profissionalização” e “Identidade docente e a formação para cidadania”. Podemos concluir, através das ideias partilhadas pelos futuros professores de Química, que o grupo percebe a importância da formação pedagógica realizada no intercâmbio entre a universidade e a escola caracterizando o papel social da docência e da profissionalização docente, sobretudo voltado para o viés da cidadania. Palavras-chave: Representação Social. Ser professor de Química. Formação Inicial. Identidade Docente.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2021-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado pelo paresapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/543610.35819/tear.v10.n2.a5436#Tear: Journal of Education, Science and Technology; Vol. 10 No. 2 (2021): TEACHING LIFE: THE WORLD SEEN THROUGH THE TEACHER'S LENSES#Tear Revista de Educación, Ciencia y Tecnología; Vol. 10 Núm. 2 (2021): VIDA DOCENTE: EL MUNDO VISTO PELA MIRADA DEL PROFESSOR#Tear: Revista de Educação, Ciência e Tecnologia; v. 10 n. 2 (2021): VIDA DOCENTE: O MUNDO VISTO PELO OLHAR DO PROFESSOR2238-807910.35819/tear.v10.n2reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/5436/3064Copyright (c) 2021 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessDutra-Pereira, Franklin KaicBortolai, Michele Marcelo Silva2021-12-21T00:44:41Zoai:ojs2.periodicos.ifrs.edu.br:article/5436Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2021-12-21T00:44:41Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization Representações do ser professor de química: identidade profissional e profissionalização docente |
title |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization |
spellingShingle |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization Dutra-Pereira, Franklin Kaic |
title_short |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization |
title_full |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization |
title_fullStr |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization |
title_full_unstemmed |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization |
title_sort |
Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization |
author |
Dutra-Pereira, Franklin Kaic |
author_facet |
Dutra-Pereira, Franklin Kaic Bortolai, Michele Marcelo Silva |
author_role |
author |
author2 |
Bortolai, Michele Marcelo Silva |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Dutra-Pereira, Franklin Kaic Bortolai, Michele Marcelo Silva |
description |
Abstract: Being a teacher, especially of Chemistry and thinking about the identity of this professional, is that it is turned to this study, to contribute to the discussions about the representations given about belonging and being a teacher by chemistry graduates. Thus, we aim with this research to understand the representation of undergraduates and freshmen from a bachelor's degree in Chemistry about what they think about being a chemistry teacher. As a methodological aspect,we used the qualitative and descriptive approach, with precepts of research in social representation, with the participation of 30 graduates who were starting and/or at the end of the Degree course in Chemistry of a Higher Education Institution in the interior of Bahia. Their insights were submitted to the Web WordClouds application, to create the word cloud, evidencing the most relevant meanings. To systematize and discuss the data, we performed the content analysis of the most significant expressions of the groups. Some expressions were more expressive between the two groups investigated that ranged from citizenship, through the strategy of teaching science to the challenges of society. As for the explanations given by the participants, two predominant dimensions emerged: "Teacher identity and professionalization" and "Teacher identity and citizenship training''. We can conclude through the ideas shared by future chemistry teachers, that the group perceives the importance of pedagogical training performed in the exchange between the university and the school characterizing the social role of teaching and teacher professionalization, especially focused on the bias of citizenship. Keywords: Social Representation. Chemistry Teacher. Initial training. Teacher Identity. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion avaliado pelo pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/5436 10.35819/tear.v10.n2.a5436 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/5436 |
identifier_str_mv |
10.35819/tear.v10.n2.a5436 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/5436/3064 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 10 No. 2 (2021): TEACHING LIFE: THE WORLD SEEN THROUGH THE TEACHER'S LENSES #Tear Revista de Educación, Ciencia y Tecnología; Vol. 10 Núm. 2 (2021): VIDA DOCENTE: EL MUNDO VISTO PELA MIRADA DEL PROFESSOR #Tear: Revista de Educação, Ciência e Tecnologia; v. 10 n. 2 (2021): VIDA DOCENTE: O MUNDO VISTO PELO OLHAR DO PROFESSOR 2238-8079 10.35819/tear.v10.n2 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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