Overview of research on the teaching identity of science, biology, physics and chemistry teachers

• Autor(a) principal: Guimarães, Orliney Maciel
• Data de Publicação: 2020
• Outros Autores: Souza, Gahelyka Aghta Pantano, Campos, Jairo da Silva
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/11560
• topic: 7.08.00.00-6 e 7.08.07.00-0; Identidade docente; Formação de professores, Biologia, Física, Química; Teaching identity; Teacher training; Biology; Physics; Chemistry

This paper aims to present an overview of national research on the teaching identity of teachers of the Science area from dissertations and theses. In order to achieve this goal, information from three data sources was cross-referenced: a search at the Capes Thesis and Dissertations Bank establishing a ten-year time frame (2008-2018), a systematic review article on Teacher Knowledge (2005 -2012) and, at last, a literature review article on Teacher Identity published at the end of 2019. The crossing of data allowed to identify and locate a total of 23 works that met the criteria of interest in the research. In order to outline the intended overview, the productions found were characterized in relation to the area of training of the research subjects, the context of the researchers’ performance, the objectives of the works, the concept of identity adopted, and the types of identities found. The results showed that most studies were carried out with Biology/Science and Chemistry teachers; in addition, that the thematic focus of the teaching identity prioritized in the works was initial training and professional performance; and that most of the production was carried out in the context of initial training. Regarding the concepts of teacher identity that emerged in the research, it was possible to verify a diversity of authors reflecting on the identity processes, mainly those who discuss the concept of identity in the social and social psychology perspectives, as well as authors who conceptualize, more specifically, professional identity. The results indicated that the identity that most emerged from the studies was the professional identity, which is linked to the activity of teaching and which encompasses a set of competences and skills needed by teachers for their professional performance. Some gaps in the studies were found, such as: only one study with Physics teachers, few studies relating the identity processes and curricular reforms, no study on the implications of the use of educational technologies on the teaching identity, and the evaluation of the professional identity related to values and feelings.