Contributions of doctoral training for the construction of teaching identity
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ensino em Revista |
Texto Completo: | https://seer.ufu.br/index.php/emrevista/article/view/52751 |
Resumo: | 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. |
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Contributions of doctoral training for the construction of teaching identityContribuições da formação doutoral para a construção da identidade docenteFormação DoutoralIdentidade DocenteProblematização de siDoctoral TrainingTeaching IdentityProblematization of selfWe 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.Objetivamos apreender as contribuições da formação doutoral para a construção da identidade docente. Na pesquisa, de natureza qualitativa, realizamos entrevista estruturada, modalidade projetiva, junto a docentes, egressos de um programa de doutorado, lançando dois questionamentos, a saber: como você identifica o/a professor(a) que é/tem sido? Que contribuições a experiência doutoral forneceu para essa identificação? Os dados constituídos foram analisados mediante Análise Textual Discursiva. Os docentes manifestaram dificuldades para auto identificar-se, configurando um movimento que intitulamos de problematização de si. Dentre as contribuições do doutorado, para a tecitura da identidade profissional docente, destacamos as seguintes: reconhecer-se insuficiente, constituição de um professor que reflete na/e sobre a prática docente, postura de um professor investigativo etc. Entendemos que a vivencia doutoral representa campo fértil para o desenvolvimento profissional docente, na medida em que protagoniza uma destruição criadora de sua identidade, podendo superar antigas formas de professorar para, então, substituí-las por outras mais inovadoras.Universidade Federal de Uberlândia2020-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/emrevista/article/view/5275110.14393/ER-v27n1a2020-7Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 158-177Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 158-177Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 158-1771983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/52751/28189https://seer.ufu.br/index.php/emrevista/article/view/52751/28567Freitas, Nadia Magalhaes da Silva Abreu, Josyane Barros info:eu-repo/semantics/openAccess2020-03-31T10:33:01Zoai:ojs.www.seer.ufu.br:article/52751Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2020-03-31T10:33:01Ensino em Revista - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Contributions of doctoral training for the construction of teaching identity Contribuições da formação doutoral para a construção da identidade docente |
title |
Contributions of doctoral training for the construction of teaching identity |
spellingShingle |
Contributions of doctoral training for the construction of teaching identity Freitas, Nadia Magalhaes da Silva Formação Doutoral Identidade Docente Problematização de si Doctoral Training Teaching Identity Problematization of self |
title_short |
Contributions of doctoral training for the construction of teaching identity |
title_full |
Contributions of doctoral training for the construction of teaching identity |
title_fullStr |
Contributions of doctoral training for the construction of teaching identity |
title_full_unstemmed |
Contributions of doctoral training for the construction of teaching identity |
title_sort |
Contributions of doctoral training for the construction of teaching identity |
author |
Freitas, Nadia Magalhaes da Silva |
author_facet |
Freitas, Nadia Magalhaes da Silva Abreu, Josyane Barros |
author_role |
author |
author2 |
Abreu, Josyane Barros |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Freitas, Nadia Magalhaes da Silva Abreu, Josyane Barros |
dc.subject.por.fl_str_mv |
Formação Doutoral Identidade Docente Problematização de si Doctoral Training Teaching Identity Problematization of self |
topic |
Formação Doutoral Identidade Docente Problematização de si Doctoral Training Teaching Identity Problematization of self |
description |
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. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/52751 10.14393/ER-v27n1a2020-7 |
url |
https://seer.ufu.br/index.php/emrevista/article/view/52751 |
identifier_str_mv |
10.14393/ER-v27n1a2020-7 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/52751/28189 https://seer.ufu.br/index.php/emrevista/article/view/52751/28567 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 158-177 Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 158-177 Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 158-177 1983-1730 0104-3757 reponame:Ensino em Revista instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Ensino em Revista |
collection |
Ensino em Revista |
repository.name.fl_str_mv |
Ensino em Revista - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
||ensinoemrevista@gmail.com |
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1799944222394023936 |