Teaching identity of undergraduates in chemistry based on social representations of being a teacher

• Autor(a) principal: Pantano Souza, Gahelyka Aghta
• Data de Publicação: 2022
• Outros Autores: Guimarães, Orliney Maciel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/82258

This research sought to investigate the process of constructing the teaching identity of undergraduates participating in a Teacher Training Program based on the Social Representation of Being a Chemistry Teacher. The theoretical-methodological contribution was the Theory of Social Representations-TSR (MOSCOVICI, 1978) and authors who deal with the construction of the teaching identity, such as Marcelo (2009) and Almeida, Penso and Freitas (2019). With a qualitative methodological approach, the instruments used were diagnostic questionnaire, descriptive memorial and Free-Word-Association. In the data analysis, the procedural approach of the TSR and the Content Analysis were considered. The results showed that the identified Social Representations are strongly objectified and attached to the specific skills and competences for teaching, which privilege the relationships established between the teacher, the student and knowledge. Thus, indicating a teaching identity still based on a vision of teaching arising from common sense and the schooling process.