Teacher identity formation in nursing teacher training: reflection mediated by digital technologies

Detalhes bibliográficos
Autor(a) principal: Parigi, Dayane Mayara Gambini
Data de Publicação: 2015
Outros Autores: Tomazelli, Priscila Caccer, Almeida, Denise Maria de, Vaz, Débora Rodrigues, Heimann, Candice, Prado, Cláudia
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista da Escola de Enfermagem da USP (Online)
Texto Completo: https://www.revistas.usp.br/reeusp/article/view/112659
Resumo: ABSTRACT Objective Analyze the teacher identity formation process from the perspective of the past, present and future in the training of nursing teachers through the integration of digital technologies. Method Descriptive, exploratory study, with a qualitative approach, conducted in the on-site class “Teacher Identity Formation” in 2012. Of the synchronous and asynchronous activities, four were analyzed using content analysis. Results In chat, positive and negative impressions and reflections on the formation of one’s own identity were identified (six categories); in the “Time tunnel,” the projection of future identity (four categories); in the “Portfolio,” the perception of one’s own identity (four categories); and in the evaluation of the class, the perception of the experiences lived in the class (two categories). Conclusion The integration of digital technologies promoted, in a collaborative way, discussion and understanding by students of how their identity is formed and the projection of their future identity, aligned with the profile and role of teachers demanded in the world of today.
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spelling Teacher identity formation in nursing teacher training: reflection mediated by digital technologies Construcción de la identidad académica en la formación de los profesores de enfermería: reflexión mediada por las tecnologías digitales Construção da identidade docente na formação de professores de enfermagem: reflexão mediada por tecnologias digitais ABSTRACT Objective Analyze the teacher identity formation process from the perspective of the past, present and future in the training of nursing teachers through the integration of digital technologies. Method Descriptive, exploratory study, with a qualitative approach, conducted in the on-site class “Teacher Identity Formation” in 2012. Of the synchronous and asynchronous activities, four were analyzed using content analysis. Results In chat, positive and negative impressions and reflections on the formation of one’s own identity were identified (six categories); in the “Time tunnel,” the projection of future identity (four categories); in the “Portfolio,” the perception of one’s own identity (four categories); and in the evaluation of the class, the perception of the experiences lived in the class (two categories). Conclusion The integration of digital technologies promoted, in a collaborative way, discussion and understanding by students of how their identity is formed and the projection of their future identity, aligned with the profile and role of teachers demanded in the world of today. RESUMEN Objetivo Analizar el proceso de la construcción de la identidad académica desde la perspectiva del pasado, presente y futuro en la formación de profesores de enfermería a través de la integración de las tecnologías digitales. Método investigación cualitativa descriptivo exploratorio, consolidada en el aula “Construcción de la identidad del profesor”, 2012. De las actividades síncronas y asíncronas cuatro fueron analizadas por medio del análisis de contenido. Resultados En el chat se identificaron marcas positivas y negativas y reflexiones en la construcción de la misma identidad (seis categorías); “túnel del tiempo” la proyección de la futura identidad (cuatro categorías); en el “portfolio” la percepción de la propia identidad (cuatro categorías); evaluación de la clase y la percepción de experiencias vivenciadas en el aula (dos categorías). Conclusión La integración de las tecnologías digitales favoreció la discusión y comprensión de los estudiantes de graduación, de manera colaborativa, acerca de cómo se construye su identidad y la proyección de su identidad futura alineado con el perfil y el rol del profesor exigidos hoy día. RESUMO Objetivo Analisar o processo de construção da identidade docente na perspectiva do passado, presente e futuro na formação de professores de enfermagem por meio da integração de tecnologias digitais. Método Pesquisa descritivo-exploratória, vertente qualitativa, consolidada na aula presencial “Construção da Identidade Docente” em 2012. Das atividades síncronas e assíncronas, quatro foram analisadas por meio da análise de conteúdo. Resultados No Chat identificaram-se marcas positivas e negativas e a reflexão da construção da própria identidade (seis categorias); no “Túnel do tempo” a projeção da futura identidade (quatro categorias); no “portfólio” a percepção da própria identidade (quatro categorias) e na avaliação da aula, a percepção das experiências vivenciadas na aula (duas categorias). Conclusão A integração das tecnologias digitais favoreceu a discussão e compreensão dos licenciandos, de maneira colaborativa, acerca de como sua identidade é construída e a projeção de sua futura identidade alinhada ao perfil e ao papel do professor exigidos na contemporaneidade. Universidade de São Paulo. Escola de Enfermagem2015-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/reeusp/article/view/11265910.1590/S0080-623420150000800020Revista da Escola de Enfermagem da USP; v. 49 (2015): Número Especial 2; 144-149Revista da Escola de Enfermagem da USP; Vol. 49 (2015): Special Number 2; 144-149Revista da Escola de Enfermagem da USP; Vol. 49 (2015): Numero Especial 2; 144-1491980-220X0080-6234reponame:Revista da Escola de Enfermagem da USP (Online)instname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/reeusp/article/view/112659/110559https://www.revistas.usp.br/reeusp/article/view/112659/110560http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessParigi, Dayane Mayara GambiniTomazelli, Priscila CaccerAlmeida, Denise Maria deVaz, Débora RodriguesHeimann, CandicePrado, Cláudia2016-03-22T11:16:29Zoai:revistas.usp.br:article/112659Revistahttps://www.revistas.usp.br/reeuspPUBhttps://www.revistas.usp.br/reeusp/oai||nursingscholar@usp.br1980-220X0080-6234opendoar:2016-03-22T11:16:29Revista da Escola de Enfermagem da USP (Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
Construcción de la identidad académica en la formación de los profesores de enfermería: reflexión mediada por las tecnologías digitales
Construção da identidade docente na formação de professores de enfermagem: reflexão mediada por tecnologias digitais
title Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
spellingShingle Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
Parigi, Dayane Mayara Gambini
title_short Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
title_full Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
title_fullStr Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
title_full_unstemmed Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
title_sort Teacher identity formation in nursing teacher training: reflection mediated by digital technologies
author Parigi, Dayane Mayara Gambini
author_facet Parigi, Dayane Mayara Gambini
Tomazelli, Priscila Caccer
Almeida, Denise Maria de
Vaz, Débora Rodrigues
Heimann, Candice
Prado, Cláudia
author_role author
author2 Tomazelli, Priscila Caccer
Almeida, Denise Maria de
Vaz, Débora Rodrigues
Heimann, Candice
Prado, Cláudia
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Parigi, Dayane Mayara Gambini
Tomazelli, Priscila Caccer
Almeida, Denise Maria de
Vaz, Débora Rodrigues
Heimann, Candice
Prado, Cláudia
description ABSTRACT Objective Analyze the teacher identity formation process from the perspective of the past, present and future in the training of nursing teachers through the integration of digital technologies. Method Descriptive, exploratory study, with a qualitative approach, conducted in the on-site class “Teacher Identity Formation” in 2012. Of the synchronous and asynchronous activities, four were analyzed using content analysis. Results In chat, positive and negative impressions and reflections on the formation of one’s own identity were identified (six categories); in the “Time tunnel,” the projection of future identity (four categories); in the “Portfolio,” the perception of one’s own identity (four categories); and in the evaluation of the class, the perception of the experiences lived in the class (two categories). Conclusion The integration of digital technologies promoted, in a collaborative way, discussion and understanding by students of how their identity is formed and the projection of their future identity, aligned with the profile and role of teachers demanded in the world of today.
publishDate 2015
dc.date.none.fl_str_mv 2015-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/reeusp/article/view/112659
10.1590/S0080-623420150000800020
url https://www.revistas.usp.br/reeusp/article/view/112659
identifier_str_mv 10.1590/S0080-623420150000800020
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/reeusp/article/view/112659/110559
https://www.revistas.usp.br/reeusp/article/view/112659/110560
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Escola de Enfermagem
publisher.none.fl_str_mv Universidade de São Paulo. Escola de Enfermagem
dc.source.none.fl_str_mv Revista da Escola de Enfermagem da USP; v. 49 (2015): Número Especial 2; 144-149
Revista da Escola de Enfermagem da USP; Vol. 49 (2015): Special Number 2; 144-149
Revista da Escola de Enfermagem da USP; Vol. 49 (2015): Numero Especial 2; 144-149
1980-220X
0080-6234
reponame:Revista da Escola de Enfermagem da USP (Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Revista da Escola de Enfermagem da USP (Online)
collection Revista da Escola de Enfermagem da USP (Online)
repository.name.fl_str_mv Revista da Escola de Enfermagem da USP (Online) - Universidade de São Paulo (USP)
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