Teaching identity of teachers who works at the specialized education

Detalhes bibliográficos
Autor(a) principal: Francisquini, Rozana de Fátima
Data de Publicação: 2018
Outros Autores: Silva, Agenor Pina da, Neves da Silva, João Ricardo, Stano, Rita de Cássia Magalhães Trindade
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/291
Resumo: We present an investigation about the elements of teaching identity of teachers who acts in Specialized Educational Attemption. The research is qualitative and the procedure of data collection was the interview. From the analysis of the interviews we identified the elements of teacher identity present in the history of life of these teachers and their impact in practice with students with special educational needs. It was possible to identify the early origins of the desire to be a teacher. And that the difficulties to learn specific content have influence at the choice of area of expertise in teaching and that the affective contact with the teacher is important for the motivation of the learning of the students with special difficulties.
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spelling Teaching identity of teachers who works at the specialized educationIdentidad docente de profesores que actúan en la educación especialIdentidade docente de professores que atuam na educação especialIdentidad docenteAtención Educativa EspecializadaNecesidades Educativas Especiales.Identidade docenteAtendimento Educacional EspecializadoNecessidades Educacionais Especiais.Teaching IdentitySpecialized Educational AttemptionSpecial Educational Needs.We present an investigation about the elements of teaching identity of teachers who acts in Specialized Educational Attemption. The research is qualitative and the procedure of data collection was the interview. From the analysis of the interviews we identified the elements of teacher identity present in the history of life of these teachers and their impact in practice with students with special educational needs. It was possible to identify the early origins of the desire to be a teacher. And that the difficulties to learn specific content have influence at the choice of area of expertise in teaching and that the affective contact with the teacher is important for the motivation of the learning of the students with special difficulties.La investigación presentada en este artículo objetivó identificar y caracterizar los elementos de identidad docente presentes en las palabras de profesores que actúan en la atención educativa especializada. La investigación es de naturaleza cualitativa y el procedimiento de recolección de datos fue el de entrevista semiestructurada. Doce profesoras respondieron al cuestionario de datos generales y, de esas, tres fueron entrevistadas. En el análisis de las entrevistas identificamos los elementos de la identidad docente presentes en la historia de vida de los profesores y sus repercusiones en la práctica con alumnos con necesidades educativas especiales. Es posible identificar los primeros orígenes del deseo de ser profesor, que las dificultades en el aprendizaje de contenidos específicos influyen en la elección del área de actuación en la docencia y el contacto afectivo con el profesor es importante en la motivación del aprendizaje del alumno con necesidades educativas especiales.A pesquisa apresentada neste artigo objetivou identificar e caracterizar os elementos de identidade docente presentes nas falas de professores que atuam no atendimento educacional especializado. A pesquisa é de natureza qualitativa e o procedimento de coleta de dados foi o de entrevista semiestruturada. Doze professoras responderam ao questionário de dados gerais e, dessas, três foram entrevistadas. Na análise das entrevistas identificamos os elementos da identidade docente presentes na história de vida dos professores e suas repercussões na prática com alunos com necessidades educacionais especiais. Foi possível identificar as primeiras origens do desejo de ser professor, que as dificuldades na aprendizagem de conteúdos específicos influenciam na escolha da área de atuação na docência e o contato afetivo com o professor é importante na motivação da aprendizagem do aluno com necessidades educacionais especiais.Research, Society and Development2018-02-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/29110.17648/rsd-v7i3.291Research, Society and Development; Vol. 7 No. 3; e1473291Research, Society and Development; Vol. 7 Núm. 3; e1473291Research, Society and Development; v. 7 n. 3; e14732912525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/291/245Copyright (c) 2018 Rozana de Fátima Francisquini, Agenor Pina da Silva, João Ricardo Neves da Silva, Rita de Cássia Magalhães Trindade Stanoinfo:eu-repo/semantics/openAccessFrancisquini, Rozana de FátimaSilva, Agenor Pina daNeves da Silva, João RicardoStano, Rita de Cássia Magalhães Trindade2019-01-22T01:17:48Zoai:ojs.pkp.sfu.ca:article/291Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:25:53.151299Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teaching identity of teachers who works at the specialized education
Identidad docente de profesores que actúan en la educación especial
Identidade docente de professores que atuam na educação especial
title Teaching identity of teachers who works at the specialized education
spellingShingle Teaching identity of teachers who works at the specialized education
Francisquini, Rozana de Fátima
Identidad docente
Atención Educativa Especializada
Necesidades Educativas Especiales.
Identidade docente
Atendimento Educacional Especializado
Necessidades Educacionais Especiais.
Teaching Identity
Specialized Educational Attemption
Special Educational Needs.
title_short Teaching identity of teachers who works at the specialized education
title_full Teaching identity of teachers who works at the specialized education
title_fullStr Teaching identity of teachers who works at the specialized education
title_full_unstemmed Teaching identity of teachers who works at the specialized education
title_sort Teaching identity of teachers who works at the specialized education
author Francisquini, Rozana de Fátima
author_facet Francisquini, Rozana de Fátima
Silva, Agenor Pina da
Neves da Silva, João Ricardo
Stano, Rita de Cássia Magalhães Trindade
author_role author
author2 Silva, Agenor Pina da
Neves da Silva, João Ricardo
Stano, Rita de Cássia Magalhães Trindade
author2_role author
author
author
dc.contributor.author.fl_str_mv Francisquini, Rozana de Fátima
Silva, Agenor Pina da
Neves da Silva, João Ricardo
Stano, Rita de Cássia Magalhães Trindade
dc.subject.por.fl_str_mv Identidad docente
Atención Educativa Especializada
Necesidades Educativas Especiales.
Identidade docente
Atendimento Educacional Especializado
Necessidades Educacionais Especiais.
Teaching Identity
Specialized Educational Attemption
Special Educational Needs.
topic Identidad docente
Atención Educativa Especializada
Necesidades Educativas Especiales.
Identidade docente
Atendimento Educacional Especializado
Necessidades Educacionais Especiais.
Teaching Identity
Specialized Educational Attemption
Special Educational Needs.
description We present an investigation about the elements of teaching identity of teachers who acts in Specialized Educational Attemption. The research is qualitative and the procedure of data collection was the interview. From the analysis of the interviews we identified the elements of teacher identity present in the history of life of these teachers and their impact in practice with students with special educational needs. It was possible to identify the early origins of the desire to be a teacher. And that the difficulties to learn specific content have influence at the choice of area of expertise in teaching and that the affective contact with the teacher is important for the motivation of the learning of the students with special difficulties.
publishDate 2018
dc.date.none.fl_str_mv 2018-02-27
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://rsdjournal.org/index.php/rsd/article/view/291
10.17648/rsd-v7i3.291
url https://rsdjournal.org/index.php/rsd/article/view/291
identifier_str_mv 10.17648/rsd-v7i3.291
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/291/245
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 7 No. 3; e1473291
Research, Society and Development; Vol. 7 Núm. 3; e1473291
Research, Society and Development; v. 7 n. 3; e1473291
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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