Navegando por Assunto "Identidade docente"

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Centros de autoacesso, identidade docente e profissionalidade
(Universidade Federal do Pará, 2021-05-31) BARRETO, Mariana Maués; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Self-Access Centers (SACs) are places designed to foster autonomy in the course of learning an additional language. There is a SAC at the Federal University of Pará (UFPA). It is called Autonomous Learning Support Base (ALSB), and it is open to the general public. Visitors are aided by undergraduate students who work voluntarily. Currently, ALSB is institutionally understood as a room where visitors find support for autonomous language learning. SACs are research fields, as demonstrated in studies developed in them. However, there is still room for enriching the experience of attending a SAC while obtaining a teaching degree in an additional language. Therefore, the main purpose of this study was to investigate how a space dedicated to autonomous language learning itself can dynamically affect present and former volunteers in their development towards professional teaching and their constant building of a teaching identity. According to Murray (2018), the main features of SACs are the constant process of transformation and the dynamic relationship between socially constructed beings and this particular context. The path one takes in life is inherent to their formation; thus, the individuals who experience SACs bear a chance to establish and modify their distinctive teaching identities. The concept of Professional Teaching emerges amid enquiries concerning the construction of identities and what being a teacher embodies. It expresses “the qualities of teachers' professional practice in agreement with the demands of the educational work” (CONTRERAS, 2002, p. 74). Such qualities of professional teaching are related to the values teachers want to develop and the purposes they want to achieve. Therefore, the substance of these qualities is not fixed. Contrariwise, it is adaptable to the context and the specific situations in the reality of each teacher. The present research presents a narrative approach to qualitative enquiry with holistic analytical movements, and it comprises two methodological steps. During four months, we collected narratives from three teachers in training and four graduated teachers to analyze how they make sense of their teaching identity. Afterwards, we conducted a roundtable discussion with teachers who are currently active to elucidate doubts and introduce the complementary queries. Since the identities are constantly constructed, reformulated and influenced directly or indirectly by the spaces in which the teachers are part of, the results obtained through the mentioned instruments showed the multidimensional character of the teaching identity construction. We also identified the training potential of SACs and the different impacts caused by the center on the participants’ professional teaching and identity. They were influenced in terms of experience with space management, activity planning, daily contact with the center itself, and with other language learners.
Acesso aberto (Open Access)
Sentidos subjetivos da docência: subjetividade e identidade docente de uma professora de ciências
(Universidade Federal do Pará, 2019-04-29) OLIVEIRA, Bruna Lívia da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
In general, research in the area of science education has been more concerned with the intellectual dimension of the subjects, without considering the affective dimension of the relationships. The Subjectivity Theory of González Rey has been guiding different studies within the psychology of education and, more recently, has guided research in the area of science education, which has allowed discussions of a new idea of formation and learning, related to a subjective dimension of human development. This study is part of research in the area of science education that makes use of theory and, in this way, aims to investigate what conditions produce changes in the subjectivity of a science teacher in the direction of the constitution of a teacher identity in the perspective of the Subjectivity Theory of González Rey. The methodological course is based on Qualitative Epistemology, which considers the production of knowledge as a process that must be at the same time constructive-interpretative, singular, communicative and dialogical. For the accomplishment of this research, a professor of Sciences came from the course of Degree in Natural Sciences with Qualification in Biology, of the State University of Pará. For the construction of the information were used sentence complement, interview and writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even after completing her undergraduate course did not have the desire to be a teacher, but entering the classroom context ends up identifying with the profession and recognizing herself as a teacher. The relationship that I made with the study and analysis of the theoretical reference of the area of formation of science teachers, with the study and analysis of the theory of subjectivity, and also with the empirical context during the development of the research, allowed me to elaborate a theoretical model , which I did in an attempt to promote a greater understanding of the constitution of the teacher identity of the science teacher from the perspective of Subjectivity Theory. This theoretical model was elaborated in three axes: valorization of the profession by the subject, valuation of the subject in the formation process, significant and diverse experiences. Based on this research, I consider that the constitution of the teaching identity of the undergraduate student should be a priority of the training courses, so that the student still in his initial training course can begin to recognize himself as a teacher.
Acesso aberto (Open Access)
Sentidos subjetivos da docência: subjetividade e identidade docente de uma professora de ciências.
(Universidade Federal do Pará, 2019-04-29) OLIVEIRA, Bruna Lívia da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
In general, research in the area of science education has been more concerned with the intellectual dimension of the subjects, without considering the affective dimension of the relationships. The Subjectivity Theory of González Rey has been guiding different studies within the psychology of education and, more recently, has guided research in the area of science education, which has allowed discussions of a new idea of formation and learning, related to a subjective dimension of human development. This study is part of research in the area of science education that makes use of theory and, in this way, aims to investigate what conditions produce changes in the subjectivity of a science teacher in the direction of the constitution of a teacher identity in the perspective of the Subjectivity Theory of González Rey. The methodological course is based on Qualitative Epistemology, which considers the production of knowledge as a process that must be at the same time constructive-interpretative, singular, communicative and dialogical. For the accomplishment of this research, a professor of Sciences came from the course of Degree in Natural Sciences with Qualification in Biology, of the State University of Pará. For the construction of the information were used sentence complement, interview and writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even after completing her undergraduate course did not have the desire to be a teacher, but entering the classroom context ends up identifying with the profession and recognizing herself as a teacher. The relationship that I made with the study and analysis of the theoretical reference of the area of formation of science teachers, with the study and analysis of the theory of subjectivity, and also with the empirical context during the development of the research, allowed me to elaborate a theoretical model , which I did in an attempt to promote a greater understanding of the constitution of the teacher identity of the science teacher from the perspective of Subjectivity Theory. This theoretical model was elaborated in three axes: valorization of the profession by the subject, valuation of the subject in the formation process, significant and diverse experiences. Based on this research, I consider that the constitution of the teaching identity of the undergraduate student should be a priority of the training courses, so that the student still in his initial training course can begin to recognize himself as a teacher.