Contributions of doctoral training for the construction of teaching identity

• Autor(a) principal: Freitas, Nadia Magalhaes da Silva
• Data de Publicação: 2020
• Outros Autores: Abreu, Josyane Barros
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Revista
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/52751
• topic: Formação Doutoral; Identidade Docente; Problematização de si; Doctoral Training; Teaching Identity; Problematization of self

We aim to apprehend the contributions of the doctoral training for the construction of the teaching identity. In the research, of a qualitative nature, we conducted a structured interview, a projective modality, with teachers, graduates of a doctorate program, making two questions, namely: how do you identify the teacher who is/has been? What contributions did the doctoral experience provide for this identification? The data were analyzed by Discursive Textual Analysis. Teachers expressed difficulties in self-identification, configuring a movement that we call problematization of self. Among the contributions of the doctorate, for the framing of professional teacher identity, we emphasize the following: recognize insufficient, constitution of a teacher that reflects in/ and on the teaching practice, posture of a research teacher etc. We understand that the doctoral experience represents a fertile field for the professional development of teachers, as it leads to a creative destruction of their identity, being able to overcome old ways of teaching and then replace them with more innovative ones.