This longitudinal case study followed a beginning teacher from the first semester of her teacher education program into her fifth year of teaching. Using situated learning theory, this dissertation reports the influences on her journey in becoming a literacy teacher before, during, and after her teacher education program. Data sources included interviews, classroom observations, and documents that were collected over six and a half years and across multiple contexts (e.g., tutoring, student teaching, community-based learning, coursework, two elementary schools). Using constant comparative (Glaser & Strauss, 2009) and longitudinal coding methods (Saldaña, 2009), the analysis suggests that the participant developed the following understandings over time and across contexts: she intends to be a lifelong learner; she values and validates students’ interests, histories, and contributions; she is committed to teaching for social justice; and she believes a safe, trusting, and flexible community is essential to learning. Findings indicated that her ability to enact these understandings in practice, even in difficult school contexts, was made possible by her reflective stance and her commitment to surrounding herself with communities of like-minded people to support her in similar ways as had been the case in her teacher education program. The results of this study provide evidence that over time the understandings developed in a teacher education program have the potential to fully emerge in practice inside teachers’ classrooms. This study has implications for how we prepare teachers, how teacher education programs can continue to support their graduates, the types of school communities that seem to support beginning teachers, and how policy makers might direct future funding towards responsible teacher education. / text

An extensive body of educational literature examines the process and implications of how an individual becomes a teacher, but studies within this field often minimize or ignore the existential nature of this act of becoming. Something happens to the individual as they enter into the teaching profession and commence their teaching practice and in many educational jurisdictions, those happenings are left for the novice teacher to grapple with in isolation. This study presents interpretations of four teacher candidates’ sense of becoming and provides a meta-analysis of important existential themes arising from examinations of the participants’ professional self-understanding. This study engages with the concept of existential becoming in teacher candidates through a hermeneutic phenomenological approach to interpretation and understanding. Four teacher candidates, about to enter their final teaching practicum before graduating from an eight-month Bachelor of Education program as certified teachers, participated in this research project which included one-on-one interviews, journal analysis and focus groups. Interpretations of these teacher candidates’ understandings of becoming a teacher are organized by Kelchtermans’ professional self-understanding framework and presented through the use of poetic vignettes and images of the teacher candidates’ paths of becoming. These aesthetic representations of teacher candidates’ understandings of becoming offer an alternative and existentially-informed vehicle for teacher candidate reflection and professional self-understanding. Data analysis and hermeneutic interpretations among and between the researcher and the participants revealed a number of existential themes present in the teacher candidates’ understandings of becoming a teacher, including: fear, responsibility, authenticity, purpose, and the self. Each theme is examined via a connection to both existential and teacher education literature and implications for teacher education programs are discussed.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-09-17T21:43:55Z No. of bitstreams: 1 Disserta??o de Grasiela Lima.pdf: 760680 bytes, checksum: d69d878c3209b5f032db528c284856ba (MD5) / Made available in DSpace on 2018-09-17T21:43:55Z (GMT). No. of bitstreams: 1 Disserta??o de Grasiela Lima.pdf: 760680 bytes, checksum: d69d878c3209b5f032db528c284856ba (MD5) Previous issue date: 2018-06-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation presents the (auto)biographical narratives of four monitors and a monitor of the area of natural sciences. Through his memories, trajectories and life histories we investigate his being and become an alternating teacher, understood both as a field of study and as being able to alternate between different universes. Therefore, we have the objective of knowing the alternating life of the natural science monitors in the EFAs of the REFAISA network, during the construction of their being and becoming a professional of the field, based on their trajectories / stories of life. It is a qualitative research, based on the concepts of memory, (auto) biography, life history and narratives. Semi-structured interviews were carried out to collect data. For the analysis of the data generated, we tried to appropriate the idea of experience, Jorge Larrosa and Professorality, by Marcos Villela Pereira, and also wanted to listen to our participants, so we felt obliged to work all issues that somehow affect them. From the analysis of the data, we can conclude that much of this being and becoming a teacher is permeated by experiences that are touching him along his trajectories, whether personal or professional, which leads to the construction of a qualityality, which is the difference in itself, and even when and I want to follow models, to be equal to others, I can not, because I build myself the teacher / monitor that I can, and this achievement is linked to what affects me, what happens to me In the case of EFAs feel more comfortable as a teacher or monitor is connected to the trajectory, a history built in contact with the family, in school as a student and then as a teacher, in their initial and continued formation. Our life is an eternal game, where we are influenced by ideas, brands that we carry from our lives and often we want to be equal to people who are considered important, however, our differences project us to other ways, to be unique, to change, with that our life is unstable and as a teacher we need to eternally rebuild ourselves. / Esta disserta??o apresenta as narrativas (auto)biogr?ficas de quatro monitores e de uma monitora da ?rea de ci?ncias naturais. Por meio de suas mem?rias, trajet?rias e hist?rias de vida, investigamos o seu ser e tornar-se docente em altern?ncia, entendida tanto como campo de estudo quanto como poder alternar entre universos distintos. Por isso, temos o objetivo de conhecer a vida em altern?ncia dos monitores/as da ?rea de ci?ncias naturais, nas EFAs da rede REFAISA, durante a constru??o do seu ser e tornar-se profissional do campo, com base nas suas trajet?rias/hist?rias de vida. Trata-se de uma pesquisa qualitativa, embasada nos conceitos de mem?ria, (auto)biografia, hist?ria de vida e narrativas. Para a coleta de dados, foram realizadas entrevistas semi-estruturadas. Para a an?lise dos dados gerados, tentamos nos apropriar da ideia de experi?ncia, de Jorge Larrosa e de professoralidade, de Marcos Villela Pereira, e tamb?m quer?amos escutar os/as nossos/as participantes, por isso, sentimo-nos na obriga??o de trabalhar todas as quest?es que, de certa forma, lhes afetam. A partir da an?lise dos dados, conseguimos concluir que muito desse ser e tornar-se docente est? perpassado por experi?ncias que v?o lhe tocando ao longo das suas trajet?rias, sejam elas pessoais ou profissionais, o que levam a constru??o de uma professoralidade, que ? a diferen?a em si, e mesmo quando e quero seguir modelos, ser igual a outros/as, eu n?o consigo, pois eu construo em mim o/a professor/a-monitor/a que consigo, e esse conseguir est? ligado ao que me afeta, ao que me passa. No caso das EFAs, sentir-se mais confort?vel como professor/a ou monitor/a est? ligado ? trajet?ria, a uma hist?ria constru?da em contato com a fam?lia, na escola enquanto estudante e depois enquanto docente, na sua forma??o inicial e continuada. A nossa vida ? um eterno jogo, onde somos influenciados por ideias, por marcas que carregamos das nossas vidas; muitas vezes queremos ser iguais a pessoas que s?o tidas como importantes, no entanto, as nossas diferen?as nos projetam para outros caminhos, para sermos ?nicos, para mudarmos. Com isso, a nossa vida ? inst?vel e, enquanto docente, precisamos eternamente nos reconstruir.

Made available in DSpace on 2016-12-23T14:01:47Z (GMT). No. of bitstreams: 1 Polliana Brunetti Merlo Souza - Parte 1.pdf: 5424487 bytes, checksum: 35c459e9c797a0b3ddcb792535755d1e (MD5) Previous issue date: 2013-04-26 / This work aims at understanding the process of becoming a teacher among a group of teachers at the Environmental Sanitation Graduation Course at Ifes, campus Colatina, in order to comprehend their teacher educational training and teaching experiences. It also aims at investigating their pedagogical training, the reasons why they work athigher education and the implications of their choice of being teachers for their pedagogical practice. This study takes for granted that teachers need to become aware of their educational process,which involves learning a profession characterized by intrinsic knowledge to the occupation and understanding thatteaching in higher education demands specific skills. The legal basis of teachers education was analyzed and it was found that there is no legislationconcerning training for teaching this level. This work highlights collaborative work and research activities as challenges to teaching in higher education, what influences the process of becoming a teacher.The uniqueness of each teacher is considered and concepts of education, identity and teaching in higher education are identified. We assume that each teacher participates in a process of identity construction and that identities are socially built.Therefore, this is a narrative research that allows the narrators the possibility of (re)visiting their training and self-educational practices, in a way that they can make personal interpretations of their experiences. The focus of these narratives was on reflecting about the process ofbecoming a teacher through the life history of each teacher. The analysis of the narratives revealed that it is in the formative years that one starts becoming a teacherand that it is a life-long learning process. The participants concepts of teaching suggest that teachers should teach students integrating specific knowledge of the area to education for life.They also conclude that there is specificity in teaching higher education in relation to other levels of education and realize that teaching should not be impartial. The narratorsconsidered the knowledge of the specific content and the pedagogicalknowledgeas inherent to the work of teachers.They value commitment to self-education practices, which is characterized as an autonomous process of teacher training that requires a reflective exercise of their actions and attitudes in order to understand the reality in which they work. The narrative research provided self-educational moments for our narrators, once the moments of reflection contributed to their understanding of the process of becoming a teacher, strengthening their experiences as expressions of knowledge. These considerations suggest that higher education can be understood as a field of possible teaching education by valuing teachers experiences / Objetiva compreender a constituição da docência dos professores do Curso Superior de Tecnologia em Saneamento Ambiental do Ifes Campus Colatina, de modo a apreender suas trajetórias de formação e experiências de docência. Busca tencionar a formação pedagógica desses professores e compreender as razões que os levaram à docência na Educação Superior e as implicações, a partir da opção de ser professor, para a prática pedagógica. Assume como pressuposto que o docente necessita conscientizar-se de seu processo formativo, o que implica a aprendizagem de uma profissão, caracterizada pelos saberes intrínsecos à profissão. Analisa as bases legais sobre a formação desses professores, considerando não haver legislação que trate da formação para a docência no ensino superior e entendendo que o exercício docente no ensino superior exige competências específicas. Ressalta a formação compartilhada e a formação do professor pesquisador como desafio à docência no ensino superior, implicando nos processos constitutivos do ser professor. Considera as singularidades de cada docente, apreendendo conceitos sobre formação, identidade e docência no ensino superior pressupondo que ele participa de um processo de construção identitária, onde as identidades se constituem socialmente. Orienta-se pela pesquisa narrativa que permite ao docente narrador a possibilidade de (re)vivenciar suas práticas formativas e autoformativas, realizando uma interpretação pessoal do percurso vivido. A narrativa docente concentrou-se em refletir sobre o processo de formação e constituição docente que ocorreu e ocorre dentro da história de vida de cada professor. A análise das narrativas revelou que a construção da docência ocorre no processo formativo que deve estar em constante movimento, vislumbrado pela concepção de inacabamento da formação. A concepção docente dos professores narradores aponta que o professor deve trabalhar a formação do discente de forma integrada, unificando o conhecimento específico da área de atuação à formação para a vida. Os professores avaliam que há especificidade na docência de ensino superior em relação a outros níveis de ensino. Analisam que o ensino não deve ser imparcial, trazendo consigo as concepções do professor. Consideram como inerente à função do professor o conhecimento do saber do conteúdo específico quanto o conhecimento pedagógico e valorizam a prática autoformativa, devendo o professor assumir o compromisso com sua autoformação. A autoformação é caracterizada como um processo autônomo de formação docente, requerendo um exercício reflexivo de suas ações e atitudes para compreensão da realidade no qual está inserido. A narrativa de docência propiciou momentos autoformativos para os professores narradores, oportunizando-os momentos de reflexão e contribuindo para a compreensão de sua constituição docente, implicando no fortalecimento das trajetórias, experiências e formação como expressão de conhecimento. Essas considerações nos sugerem compreender o ensino superior como campos das possibilidades da formação do seu professor na valorização das trajetórias dos docentes