Footprints in the sand of teachers dream hunters: two professional identities in (de) construction
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Pro-Posições (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656521 |
Resumo: | The text discusses an investigation of professional education from the analysis and reflections of an (auto)biographical exercise, with two students, future teachers, establishing a possible dialogue between the narratives elaborated in the Supervised Teaching Practice of the last semester of the teacher education course. The paper details and reflects on being a teacher as a dream hunter searching for the best practices (Marcelo, 2009b; Vaillant & Marcelo, 2015), some of the footprints in the sand during the initial training (Flores, 2012, 2015), and the relational transits of and in teaching which constitute one of the strong foundations in teacher education and professional development. The study is based on the qualitative research paradigm (Bogdan & Biklen, 1994), which allowed a deeper understanding of the formative experiences reported in the first person by the two students in their final reports. This way, the research tries to understand how the construction of the professional identities is perceived throughout initial teacher education, taking the narratives of the participants as the reference of the content analysis (Bardin, 2009). |
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Footprints in the sand of teachers dream hunters: two professional identities in (de) construction Pegadas na areia de professores caçadores de sonhos: duas identidades profissionais em (des)construçãoProfessional identityProfessional developmentSupervised practiceTeacher trainingAutobiographical narrativeIdentidade profissionalDesenvolvimento profissionalEstágio supervisionadoFormação de professoresNarrativa autobiográficaThe text discusses an investigation of professional education from the analysis and reflections of an (auto)biographical exercise, with two students, future teachers, establishing a possible dialogue between the narratives elaborated in the Supervised Teaching Practice of the last semester of the teacher education course. The paper details and reflects on being a teacher as a dream hunter searching for the best practices (Marcelo, 2009b; Vaillant & Marcelo, 2015), some of the footprints in the sand during the initial training (Flores, 2012, 2015), and the relational transits of and in teaching which constitute one of the strong foundations in teacher education and professional development. The study is based on the qualitative research paradigm (Bogdan & Biklen, 1994), which allowed a deeper understanding of the formative experiences reported in the first person by the two students in their final reports. This way, the research tries to understand how the construction of the professional identities is perceived throughout initial teacher education, taking the narratives of the participants as the reference of the content analysis (Bardin, 2009).O texto trata de um processo investigativo de formação profissional concretizada na análise e na reflexão de uma abordagem (auto)biográfica, com duas estudantes, futuras professoras, estabelecendo-se um possível diálogo entre as narrativas elaboradas durante a Prática de Ensino Supervisionada do último semestre do curso de formação. Detalham-se e refletem-se o ser professor como caçador de sonhos em busca das melhores práticas (Marcelo, 2009b; Vaillant & Marcelo, 2015), algumas das pegadas na areia inscritas ao longo da formação inicial (Flores, 2012, 2015) e os trânsitos relacionais da e na docência, que constituem um dos fortes alicerces na formação e no desenvolvimento profissional (Day, 2001; Freitas & Galvão, 2007). Metodologicamente, o estudo assenta no paradigma qualitativo (Bogdan & Biklen, 1994), cujo objetivo principal se focaliza em compreender como é percebida a construção da identidade profissional ao longo da formação inicial de professores, tomando como referência de análise de conteúdo (Bardin, 2009) as narrativas das participantes.Universidade Estadual de Campinas2019-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656521Pro-Posições; Vol. 30 (2019): Publicação Contínua; 1-26Pro-Posições; Vol. 30 (2019): Publicação Contínua; 1-26Pro-Posições; v. 30 (2019): Publicação Contínua; 1-261980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656521/21259Brazil; 2019Brasil; 2019Copyright (c) 2019 Pro-Posiçõesinfo:eu-repo/semantics/openAccessCarvalho , Maria de Lurdes Dias deMiranda , Carla Patrícia QueirósCorreia , Marta Alexandra da Silva2022-03-18T18:46:14Zoai:ojs.periodicos.sbu.unicamp.br:article/8656521Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2022-03-18T18:46:14Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction Pegadas na areia de professores caçadores de sonhos: duas identidades profissionais em (des)construção |
title |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction |
spellingShingle |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction Carvalho , Maria de Lurdes Dias de Professional identity Professional development Supervised practice Teacher training Autobiographical narrative Identidade profissional Desenvolvimento profissional Estágio supervisionado Formação de professores Narrativa autobiográfica |
title_short |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction |
title_full |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction |
title_fullStr |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction |
title_full_unstemmed |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction |
title_sort |
Footprints in the sand of teachers dream hunters: two professional identities in (de) construction |
author |
Carvalho , Maria de Lurdes Dias de |
author_facet |
Carvalho , Maria de Lurdes Dias de Miranda , Carla Patrícia Queirós Correia , Marta Alexandra da Silva |
author_role |
author |
author2 |
Miranda , Carla Patrícia Queirós Correia , Marta Alexandra da Silva |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Carvalho , Maria de Lurdes Dias de Miranda , Carla Patrícia Queirós Correia , Marta Alexandra da Silva |
dc.subject.por.fl_str_mv |
Professional identity Professional development Supervised practice Teacher training Autobiographical narrative Identidade profissional Desenvolvimento profissional Estágio supervisionado Formação de professores Narrativa autobiográfica |
topic |
Professional identity Professional development Supervised practice Teacher training Autobiographical narrative Identidade profissional Desenvolvimento profissional Estágio supervisionado Formação de professores Narrativa autobiográfica |
description |
The text discusses an investigation of professional education from the analysis and reflections of an (auto)biographical exercise, with two students, future teachers, establishing a possible dialogue between the narratives elaborated in the Supervised Teaching Practice of the last semester of the teacher education course. The paper details and reflects on being a teacher as a dream hunter searching for the best practices (Marcelo, 2009b; Vaillant & Marcelo, 2015), some of the footprints in the sand during the initial training (Flores, 2012, 2015), and the relational transits of and in teaching which constitute one of the strong foundations in teacher education and professional development. The study is based on the qualitative research paradigm (Bogdan & Biklen, 1994), which allowed a deeper understanding of the formative experiences reported in the first person by the two students in their final reports. This way, the research tries to understand how the construction of the professional identities is perceived throughout initial teacher education, taking the narratives of the participants as the reference of the content analysis (Bardin, 2009). |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656521 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656521 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656521/21259 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Pro-Posições info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Pro-Posições |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; 2019 Brasil; 2019 |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Pro-Posições; Vol. 30 (2019): Publicação Contínua; 1-26 Pro-Posições; Vol. 30 (2019): Publicação Contínua; 1-26 Pro-Posições; v. 30 (2019): Publicação Contínua; 1-26 1980-6248 reponame:Pro-Posições (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Pro-Posições (Online) |
collection |
Pro-Posições (Online) |
repository.name.fl_str_mv |
Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
||proposic@unicamp.br |
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1800217188961878016 |