Teacher professional identity: conceptions of future teachers

Detalhes bibliográficos
Autor(a) principal: Silva, Eliane Paganini da
Data de Publicação: 2018
Outros Autores: Pereira Mano, Amanda de Mattos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/41365
Resumo: Teacher’s professional identity can be understood in the context of social knowledge construction. In this particular, we investigated the conception of 65 Pedagogy course students of a public university, being 33 first year students and 32 of the fourth year, about that specific identity.Participants answered an open questionnaire, with questions that dealt with the subject matter mentioned,which were qualitatively analyzed, being framed in the levels of social reality understanding. Theresults show that answers of first-year students conceive teacher's profession as linked to love and children care, while the fourth-yearstudents understand that other factors contribute to teaching work execution, such as the need for specific formation and consideration of teaching and learning processes. The aim of this research was to understand construction processes of professional identity in this specific group, as well as to promote discussions relevant to teacher's initial formation.
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spelling Teacher professional identity: conceptions of future teachersEnseñanza de la identidad profesional: conceptos de futuros maestrosIdentidade profissional docente: concepções de futuros professores Identidade docenteConhecimento socialEnsino SuperiorTeacher identitySocial knowledgeHigereducationEnseñanza de la identidadConocimiento socialEnseñanza SuperiorTeacher’s professional identity can be understood in the context of social knowledge construction. In this particular, we investigated the conception of 65 Pedagogy course students of a public university, being 33 first year students and 32 of the fourth year, about that specific identity.Participants answered an open questionnaire, with questions that dealt with the subject matter mentioned,which were qualitatively analyzed, being framed in the levels of social reality understanding. Theresults show that answers of first-year students conceive teacher's profession as linked to love and children care, while the fourth-yearstudents understand that other factors contribute to teaching work execution, such as the need for specific formation and consideration of teaching and learning processes. The aim of this research was to understand construction processes of professional identity in this specific group, as well as to promote discussions relevant to teacher's initial formation.La identidad profesional docente puede entenderse en el contexto de la construcción del conocimiento social. En este particular, se investigó la concepción de 65 estudiantes del curso de Pedagogía de una universidad pública, siendo 33 estudiantes del primer año y 32 del cuarto año, sobre esta identidad específica. Los participantes respondieron un cuestionario abierto con preguntas sobre la identidad del maestro, que fueron analizadas cualitativamente y enmarcadas en los niveles de comprensión de la realidad social. Los resultados mostraron que las respuestas de los estudiantes de primer año creen que la profesión del maestro Está relacionado con el amor y el cuidado de los niños, mientras que los alumnos de cuarto grado entienden que otros factores contribuyen al desempeño del trabajo de enseñanza, como la necesidad de capacitación específica y la consideración de los procesos de enseñanza y aprendizaje. Esta investigación tuvo como objetivo comprender los procesos de construcción de la identidad profesional en este grupo específico, así como promover debates relevantes para la formación inicial de los docentes.A identidade profissional docente pode ser compreendida no âmbito da construção do conhecimento social. Nesse particular, investigou-se a concepção de 65 estudantes do curso de Pedagogia de uma universidade pública, sendo 33 estudantes do primeiro ano e 32 do quarto ano, acerca dessa identidade específica. Os participantes responderam a um questionário aberto, com questões que versavam sobre a identidade docente, as quais foram analisadas qualitativamente, sendo enquadradas nos níveis de compreensão da realidade social.Os resultados mostraram que as respostas dos alunos do primeiro ano concebem que a profissão do professor está ligada ao amor e ao cuidado com as crianças, já os alunos do quarto ano compreendem que outros fatores concorrem para a execução do trabalho docente, tais como a necessidade de uma formação específica e da consideração dos processos de ensino e aprendizagem. Pretendeu-se com essa investigação compreender os processos de construção da identidade profissional nesse grupo específico, bem como promover discussões pertinentes à formação inicial de professores.  Universidade Federal de Uberlândia2018-03-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/4136510.14393/ER-v25n1a2018-08Ensino em Re-Vista; 2018: v. 25, n. 1 (jan./abr. 2018); 184-208Ensino em Re-Vista; 2018: v. 25, n. 1 (jan./abr. 2018); 184-208Ensino em Re-Vista; 2018: v. 25, n. 1 (jan./abr. 2018); 184-2081983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/41365/2187210.14393/ER-v25n1a2018-08Copyright (c) 2018 Ensino em Re-Vistainfo:eu-repo/semantics/openAccessSilva, Eliane Paganini daPereira Mano, Amanda de Mattos2019-10-11T18:17:23Zoai:ojs.www.seer.ufu.br:article/41365Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-10-11T18:17:23Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Teacher professional identity: conceptions of future teachers
Enseñanza de la identidad profesional: conceptos de futuros maestros
Identidade profissional docente: concepções de futuros professores
title Teacher professional identity: conceptions of future teachers
spellingShingle Teacher professional identity: conceptions of future teachers
Silva, Eliane Paganini da
Identidade docente
Conhecimento social
Ensino Superior
Teacher identity
Social knowledge
Higereducation
Enseñanza de la identidad
Conocimiento social
Enseñanza Superior
title_short Teacher professional identity: conceptions of future teachers
title_full Teacher professional identity: conceptions of future teachers
title_fullStr Teacher professional identity: conceptions of future teachers
title_full_unstemmed Teacher professional identity: conceptions of future teachers
title_sort Teacher professional identity: conceptions of future teachers
author Silva, Eliane Paganini da
author_facet Silva, Eliane Paganini da
Pereira Mano, Amanda de Mattos
author_role author
author2 Pereira Mano, Amanda de Mattos
author2_role author
dc.contributor.author.fl_str_mv Silva, Eliane Paganini da
Pereira Mano, Amanda de Mattos
dc.subject.por.fl_str_mv Identidade docente
Conhecimento social
Ensino Superior
Teacher identity
Social knowledge
Higereducation
Enseñanza de la identidad
Conocimiento social
Enseñanza Superior
topic Identidade docente
Conhecimento social
Ensino Superior
Teacher identity
Social knowledge
Higereducation
Enseñanza de la identidad
Conocimiento social
Enseñanza Superior
description Teacher’s professional identity can be understood in the context of social knowledge construction. In this particular, we investigated the conception of 65 Pedagogy course students of a public university, being 33 first year students and 32 of the fourth year, about that specific identity.Participants answered an open questionnaire, with questions that dealt with the subject matter mentioned,which were qualitatively analyzed, being framed in the levels of social reality understanding. Theresults show that answers of first-year students conceive teacher's profession as linked to love and children care, while the fourth-yearstudents understand that other factors contribute to teaching work execution, such as the need for specific formation and consideration of teaching and learning processes. The aim of this research was to understand construction processes of professional identity in this specific group, as well as to promote discussions relevant to teacher's initial formation.
publishDate 2018
dc.date.none.fl_str_mv 2018-03-07
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/41365
10.14393/ER-v25n1a2018-08
url https://seer.ufu.br/index.php/emrevista/article/view/41365
identifier_str_mv 10.14393/ER-v25n1a2018-08
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/41365/21872
10.14393/ER-v25n1a2018-08
dc.rights.driver.fl_str_mv Copyright (c) 2018 Ensino em Re-Vista
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Ensino em Re-Vista
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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; 2018: v. 25, n. 1 (jan./abr. 2018); 184-208
Ensino em Re-Vista; 2018: v. 25, n. 1 (jan./abr. 2018); 184-208
Ensino em Re-Vista; 2018: v. 25, n. 1 (jan./abr. 2018); 184-208
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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