Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.

Detalhes bibliográficos
Autor(a) principal: VELLOSO, A.
Data de Publicação: 2010
Outros Autores: LANNES, D.
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Bioquímica
Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/216
Resumo: In Brazil the two groups of teachers, upper- and lower-level teachers, have since followed different trajectories, despite having the same profession This study of how teachers’ personal and collective identities are constructed was undertaken with a view to delineating and defining the professional and social significance of being a teacher. The sample was 41 university professors, 46 doctoral students and 74 school teachers associated with IBqM/UFRJ. These groups were examined with respect to their social representations (SR) about “teacher”, the influence of their educational background and their performance in the classroom. The SR of the university professors and graduate students were similar, and centered on the themes of teachingand knowledge. In contrast, the SR of the school teachers were defined by dedication and tolerance. During the narrative of school background, all the subjects consider, themselves, as a mirror of what they lived in Basic Education. The majority referred to personal characteristics of their “best teachers”. The preference for a particular teacher seems to have great influence of the affective aspects. However, their lessons are very distant of their individual models of “best teachers”. The legacy of the “school chairs”, can be seen in the reproduction of the traditional pedagogical pattern of the eighteenth century (Pedagogism).
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spelling Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.Social Representations, Identity, Teachers and Graduate StudentsIn Brazil the two groups of teachers, upper- and lower-level teachers, have since followed different trajectories, despite having the same profession This study of how teachers’ personal and collective identities are constructed was undertaken with a view to delineating and defining the professional and social significance of being a teacher. The sample was 41 university professors, 46 doctoral students and 74 school teachers associated with IBqM/UFRJ. These groups were examined with respect to their social representations (SR) about “teacher”, the influence of their educational background and their performance in the classroom. The SR of the university professors and graduate students were similar, and centered on the themes of teachingand knowledge. In contrast, the SR of the school teachers were defined by dedication and tolerance. During the narrative of school background, all the subjects consider, themselves, as a mirror of what they lived in Basic Education. The majority referred to personal characteristics of their “best teachers”. The preference for a particular teacher seems to have great influence of the affective aspects. However, their lessons are very distant of their individual models of “best teachers”. The legacy of the “school chairs”, can be seen in the reproduction of the traditional pedagogical pattern of the eighteenth century (Pedagogism).Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBqVELLOSO, A.LANNES, D.2010-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionResumos SBBq - avaliados pelos paresSBBq resúmenes - revisada por paresSBBq abstracts / peer-reviewedapplication/pdfhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/21610.16923/reb.v8i2.216Revista de Ensino de Bioquímica; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 13Revista de Enseñanza de Bioquímica; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 13Journal of Biochemistry Education; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 13Revista de Ensino de Bioquímica; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 132318-8790reponame:Revista de Ensino de Bioquímicainstname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)instacron:SBBQMporhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/216/203Direitos autorais 2010 Revista de Ensino de Bioquímicahttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2022-03-25T17:17:56Zoai:ojs.bioquimica.org.br:article/216Revistahttp://bioquimica.org.br/revista/ojs/index.php/REBONGhttp://bioquimica.org.br/revista/ojs/index.php/REB/oaicontato@bioquimica.org.br||ensinodebioquimica@gmail.com2318-87901677-2318opendoar:2022-03-25T17:17:56Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)false
dc.title.none.fl_str_mv Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
title Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
spellingShingle Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
VELLOSO, A.
Social Representations, Identity, Teachers and Graduate Students
title_short Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
title_full Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
title_fullStr Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
title_full_unstemmed Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
title_sort Social Representations and the Construction of Teachers’ Professional Identity: A Case Study at IBqM – UFRJ.
author VELLOSO, A.
author_facet VELLOSO, A.
LANNES, D.
author_role author
author2 LANNES, D.
author2_role author
dc.contributor.none.fl_str_mv
dc.contributor.author.fl_str_mv VELLOSO, A.
LANNES, D.
dc.subject.por.fl_str_mv Social Representations, Identity, Teachers and Graduate Students
topic Social Representations, Identity, Teachers and Graduate Students
description In Brazil the two groups of teachers, upper- and lower-level teachers, have since followed different trajectories, despite having the same profession This study of how teachers’ personal and collective identities are constructed was undertaken with a view to delineating and defining the professional and social significance of being a teacher. The sample was 41 university professors, 46 doctoral students and 74 school teachers associated with IBqM/UFRJ. These groups were examined with respect to their social representations (SR) about “teacher”, the influence of their educational background and their performance in the classroom. The SR of the university professors and graduate students were similar, and centered on the themes of teachingand knowledge. In contrast, the SR of the school teachers were defined by dedication and tolerance. During the narrative of school background, all the subjects consider, themselves, as a mirror of what they lived in Basic Education. The majority referred to personal characteristics of their “best teachers”. The preference for a particular teacher seems to have great influence of the affective aspects. However, their lessons are very distant of their individual models of “best teachers”. The legacy of the “school chairs”, can be seen in the reproduction of the traditional pedagogical pattern of the eighteenth century (Pedagogism).
publishDate 2010
dc.date.none.fl_str_mv 2010-05-18
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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url http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/216
identifier_str_mv 10.16923/reb.v8i2.216
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publisher.none.fl_str_mv Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq
dc.source.none.fl_str_mv Revista de Ensino de Bioquímica; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 13
Revista de Enseñanza de Bioquímica; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 13
Journal of Biochemistry Education; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 13
Revista de Ensino de Bioquímica; v. 8, n. 2 (2010): Especial 10 (SBBq): RBEBBM; 13
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