Navegando por Assunto "Profissionalidade"

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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)
Desenvolvimento profissional docente de mestrandos em perspectivas do ensino por investigação em um clube de ciências da UFPA
(Universidade Federal do Pará, 2019-03-07) ROCHA, Carlos José Trindade da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
In this research, we sought to investigate the Teacher Professional Development (TPD) from a inquiry perspective by Master's professors of the Graduate Program in Education in Sciences and Mathematics (PPGECM) from the Federal University of Pará (UFPA) who carried out several researches at the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, of UFPA/Campus Castanhal.To do so, we seek to analyze their formation experiences in association with their intermediation with their research objects. Methodologically, from a qualitative approach and participant research characteristics, we sought to answer in which way, from the construction of research from the teaching by investigation perspective, the aspects of protagonism, reflections and interventions for the TPD are verified. The empirical field, characterized by the practice communities were the PPGECM/UFPA and the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, having two master professors (PMe1 and PMe2) selected for investigation. In order to build up the information, participant observation, questionnaire, interview and checklist were used. In this context, we explore theoretical contributions on teachers' training and TPD in Vaillant and Marcelo (2012), building a socioepistemic topography, based on Fleck (1994), about teaching by investigation throughout the 20th and 21st centuries in Brazil, based on the Theory of Activity thesis, conceived by Leontiev (2004) and Engeström (2001). From the contents analysis, five categories and thirteen subcategories of analysis emerged, in which we evidenced a TPD with significant learning occurred by Master's teachers' engagement, marked by motivational factors, interventions as investigative subjects and the impediment and parsimony during the research construction process, with reflections and reality intervention, conceiving the PPGECM and the Science Club as investigative practice communities and of self-education, linked with the training process of Doing and Being investigative. The difficulties, needs and future perspectives of PMe1 and PMe2, who sought TPD through mastery, may be qualified in the process of transforming teachers into adaptive specialist instructors, referred to the need for willingness to change their learning, with investigative actions planning, more support to scientific writing and the dissemination of results that come to the fore opportunities to experience, from the inside, the academic experience to be lived in deep and articulated research between teaching by investigation and the professional practices, provoked by the desire to develop with professionalization, professionality and professionalism.