Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career

Detalhes bibliográficos
Autor(a) principal: Nörnberg, Marta
Data de Publicação: 2017
Outros Autores: Ourique, Maiane Liane Hatschbach
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/10342
Resumo: Education and life experience beyond the university space act on the process of teaching professional development. In this paper, this argument is supported through the analysis of some socio-educational markers of a group of trainees in the courses of Biological Sciences and Pedagogy. The purpose is to focus on different aspects that make up the construction of the teaching profession, before entering university, acknowledging that such experiences are updated along the supervised internship and, because of this, require reflection. The problematic of research may be expressed in the following way: Which effects do the teaching socialized images play on the ones aspiring the teaching career? The reflection about such aspects allows, among other things, the qualification of the teaching work in the classroom as well as the construction of basis for teachers’ education from the point of view of the university students.   Keywords: Teacher education. Teaching Professional development. Socio-educational markers.
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spelling Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career¿Por qué la docencia? Marcadores sociopedagógicos del desarrollo profesional de aspirantes a la carrera docentePor que a docência? Marcadores sociopedagógicos do desenvolvimento profissional de aspirantes à carreira docenteEducation and life experience beyond the university space act on the process of teaching professional development. In this paper, this argument is supported through the analysis of some socio-educational markers of a group of trainees in the courses of Biological Sciences and Pedagogy. The purpose is to focus on different aspects that make up the construction of the teaching profession, before entering university, acknowledging that such experiences are updated along the supervised internship and, because of this, require reflection. The problematic of research may be expressed in the following way: Which effects do the teaching socialized images play on the ones aspiring the teaching career? The reflection about such aspects allows, among other things, the qualification of the teaching work in the classroom as well as the construction of basis for teachers’ education from the point of view of the university students.   Keywords: Teacher education. Teaching Professional development. Socio-educational markers.La formación y la experiencia de vida más allá del espacio universitario inciden en el proceso de desarrollo profesional docente. En este artículo, se sostiene ese argumento por medio del análisis de algunos marcadores sociopedagógicos de un grupo de practicantes de los cursos de Ciencias Biológicas y Pedagogía. El objetivo es focalizar diferentes aspectos que forman la construcción de la docencia, desde antes del ingreso en la universidad, reconociendo que tales experiencias se actualizan en el momento de la práctica supervisada y, por eso, carecen de reflexión. La problemática de investigación puede ser expresada de la siguiente forma: ¿Qué efectos las imágenes socializadas de la docencia ejercen sobre los aspirantes a la carrera docente? La reflexión sobre tales aspectos permite, entre otras, la calificación de la actuación docente en el aula, así como la construcción de bases para la formación de profesores desde el punto de vista de los académicos.   Palabras clave: Formación de profesores. Desarrollo profesional docente. Marcadores sociopedagógicos.A formação e a experiência de vida para além do espaço universitário incidem no processo de desenvolvimento profissional docente. Neste artigo, sustenta-se esse argumento por meio da análise de alguns marcadores sociopedagógicos de um grupo de estagiários dos cursos de Ciências Biológicas e Pedagogia. O objetivo é focalizar diferentes aspectos que perfazem a construção da docência, desde antes do ingresso na universidade, reconhecendo que tais experiências se atualizam no momento do estágio e, por isso, carecem de reflexão. A problemática de pesquisa pode ser expressa da seguinte forma: Quais efeitos as imagens socializadas da docência exercem sobre os aspirantes à carreira docente? A reflexão sobre tais aspectos permite, dentre outras, a qualificação da atuação docente em sala de aula, bem como a construção de bases para a formação de professores desde o ponto de vista dos acadêmicos.   Palavras-chave: Formação de professores. Desenvolvimento profissional docente. Marcadores sociopedagógicos.Universidade Estadual de Ponta Grossa2017-10-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1034210.5212/PraxEduc.v.13i2.0006Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-364Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-364Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-364Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-3641809-43091809-403110.5212/PraxEduc.v.13i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10342/6151https://revistas.uepg.br/index.php/praxiseducativa/article/view/10342/209209213099Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessNörnberg, MartaOurique, Maiane Liane Hatschbach2020-04-15T15:14:04Zoai:uepg.br:article/10342Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T15:14:04Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
¿Por qué la docencia? Marcadores sociopedagógicos del desarrollo profesional de aspirantes a la carrera docente
Por que a docência? Marcadores sociopedagógicos do desenvolvimento profissional de aspirantes à carreira docente
title Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
spellingShingle Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
Nörnberg, Marta
title_short Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
title_full Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
title_fullStr Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
title_full_unstemmed Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
title_sort Why teaching? Socio-educational markers of the professional development of those aspiring the teaching career
author Nörnberg, Marta
author_facet Nörnberg, Marta
Ourique, Maiane Liane Hatschbach
author_role author
author2 Ourique, Maiane Liane Hatschbach
author2_role author
dc.contributor.author.fl_str_mv Nörnberg, Marta
Ourique, Maiane Liane Hatschbach
description Education and life experience beyond the university space act on the process of teaching professional development. In this paper, this argument is supported through the analysis of some socio-educational markers of a group of trainees in the courses of Biological Sciences and Pedagogy. The purpose is to focus on different aspects that make up the construction of the teaching profession, before entering university, acknowledging that such experiences are updated along the supervised internship and, because of this, require reflection. The problematic of research may be expressed in the following way: Which effects do the teaching socialized images play on the ones aspiring the teaching career? The reflection about such aspects allows, among other things, the qualification of the teaching work in the classroom as well as the construction of basis for teachers’ education from the point of view of the university students.   Keywords: Teacher education. Teaching Professional development. Socio-educational markers.
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url https://revistas.uepg.br/index.php/praxiseducativa/article/view/10342
identifier_str_mv 10.5212/PraxEduc.v.13i2.0006
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10342/6151
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10342/209209213099
dc.rights.driver.fl_str_mv Copyright (c) 2017 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Práxis Educativa
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-364
Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-364
Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-364
Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 348-364
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