A presente pesquisa analisa as configurações identitárias dos Supervisores de Ensino que atuam em três Diretorias de Ensino do Vale do Paraíba: Diretoria de São José dos Campos, de Pindamonhangaba e de Guaratinguetá. Nesse contexto, emerge o entendimento da Secretaria Estadual da Educação de São Paulo de que o Supervisor é fundamental para o implemento das Políticas Educacionais, no ambiente da Diretoria de Ensino e no âmbito da escola, para diagnosticar as necessidades de formação continuada e propor ações voltadas para a melhoria da prática docente. Em consonância com a necessidade de compreender e aprimorar as competências profissionais justifica a importância da pesquisa do contexto organizacional e das interações sócio-profissionais constitutivas da identidade dos Supervisores. A metodologia da pesquisa utiliza procedimentos para catalogar e analisar os indicadores dos termos de visita, registrados pelo Supervisor, entre 2009 e 2011. Com o propósito de analisar o conteúdo das entrevistas, os termos foram lidos e os indicadores significativos das narrativas foram indexados em torno de três categorias: subjetivo-biográfica vinculadas às trajetórias profissionais; subjetivo-valorativa adstritas à internalização dos valores e dos componentes técnicos; subjetivo-objetiva das condições de trabalho consubstanciadas na conceituação das potencialidades e possibilidades da atuação profissional. O resultado da pesquisa aponta para a diversidade dos tipos de atuação dos Supervisores e indica que o trabalho administrativo é predominante nas práticas profissionais. Esclarece que a configuração identitária profissional ocorre em conformidade com o sentido que o sujeito atribui ao trabalho e a importância que dá às situações de tensão vividas no embate entre as potencialidades do agente e as condições estruturais de trabalho. / The present research analyzes the identity configurations of Teaching Supervisors, who act in three Departments of Education of Paraíba Valley in São José dos Campos, Pindamonhangaba e Guaratinguetá. In this context, the understanding of the State Board of Education of São Paulo arises, in which the Supervisor is fundamental for the implement of Educational Policies, in the environment of Department of Education and in the school ambit, to diagnose the needs of continuous education and to propose actions focused for the improvement of teaching practice. In consonance with the need for understanding and improvement of the professional competences, the importance of the research about the organizational context and of the social and professional interactions constitutive of the identity of Supervisors is justified. The methodology of the research uses some procedure to catalogue and analyse the indicators of the terms of visit, recorded by the Supervisor, between 2009 2011. To analyze the content of the interviews, the terms were read and the significant indicators of the narratives were indexed around three categories: subjective-biographical linked to professional careers; subjective- evaluative hosted by the internalization of values and technical components; subjective- objective of the conditions of work consubstantiated on the conceptualization of potentialities and possibilities of the professional performance. The result of the research shows the diversity of the kinds of performance of the Supervisors and indicates that the administrative work is predominant in professional practices. It explains that the professional identity configuration occurs according to the sense which the person attributes to the work and the importance which he gives to the situations of tension experienced during the clash between the potentialities of the agent and the structural conditions of work.

A presente pesquisa visa descrever a construção da identidade profissional docente de licenciandos durante a formação inicial do curso de Licenciatura em Educação do Campo da Universidade de Taubaté, situada na região do Vale do Paraíba Paulista, SP. Essa formação se materializa por meio do Programa de Apoio à Formação Superior em Licenciatura em Educação do Campo PROCAMPO. Trata-se de uma pesquisa exploratória e descritiva com abordagem múltipla, associando instrumentos e técnicas quantitativas e qualitativas. Um grupo de 46 sujeitos participou do estudo. Utilizou-se como instrumentos de coleta de dados um questionário e um conjunto de desenhos preparados pelos licenciandos para investigação da formação PROCAMPO. Os dados do questionário foram tratados por meio de um programa estatístico, e os resultados foram apresentados na forma de tabelas e gráficos de proporção e frequência. Os desenhos foram interpretados de forma simbólica, associando os signos concretos a aspectos identitários. Os resultados sociodemográficos permitiram observar a predominância feminina entre os licenciandos pesquisados (76%), o que corrobora outras pesquisas desenvolvidas no país. Quanto à faixa etária, a maioria encontrava-se entre 18 e 25 anos de idade. No que tange ao estado civil do grupo, destacou-se maior percentual de solteiros (54%) e, no que se refere às características étnico-raciais dos licenciandos, houve predominância de indivíduos da raça branca (67,4%). Também se observou que a principal motivação profissional está ancorada em fatores vinculados a aspectos afetivos e sociais, como poder ensinar alguém e melhorar o ensino. Os resultados das análises mostraram que os licenciandos orientam fortemente sua construção identitária para um Ideal: tornarem-se profissionais com perfil de comprometimento social, com a profissão e com a melhoria das condições de ensino. Trata-se de uma identidade profissional associada ao estereótipo do profissional devoto e altruísta. Os licenciandos também associam o comprometimento às especificidades da Educação do Campo, equilibrando a valorização dos saberes do campo com o conhecimento científico já desenvolvido pela humanidade. / This research aims to describe the construction of the teaching professional identity of undergraduates during the initial formation of the Bachelors Degree in Rural Education at the University of Taubaté, located in the region of Vale do Paraíba Paulista, SP. This training is materialized through the Program to Support Higher Education Degree in Rural Education - PROCAMPO. This is an exploratory and descriptive research, combining quantitative and qualitative tools and techniques. A group of 46 individuals participated in the study. Data were gathered by means of a questionnaire and a set of drawings prepared by undergraduates about the PROCAMPO formation. The questionnaire data were treated by means of a statistical program and the results presented in tables and graphs of proportion and frequency. The drawings were interpreted symbolically associating concrete signs to identity aspects. Sociodemographic results showed a female predominance among undergraduates surveyed (76%), which corroborates other studies developed in the country. The majority of the group was between 18-25 years old. Results showed also a high percentage of singles (54%), and the undergraduates were predominantly white (67.4%). It was also observed that the main professional motivation is anchored on factors linked to emotional and social aspects as to teach someone and to improve education. The results showed that undergraduates strongly orient their identity construction to a Professional Ideal based on the idea of social utility, of commitment to the profession, and of improvement of teaching conditions. It is a professional identity associated with the stereotype of devoted and selfless professional. The undergraduates also associate commitment to the specificities of Rural Education, balancing the value of the traditional/rural knowledge with scientific knowledge already developed by humanity.

The National Literacy Project initiated in 2016 by the Swedish government and The Swedish National Agency for Education was a strategy from the Swedish government to improve the results of the Swedish pupils. Sweden had previously been one of the top countries in the OECD test results, but during the last two decades that had changed. The project is a school developing project with the purpose to enhance competence in literacy among teachers in different subjects, and as a consequence improve the results. The method of the project was collegial learning in minor groups of ten to twelve members with a tutor who represented expertise in literacy. In the interviews in this essay the tutors are all teachers in Swedish.        This study aims to describe how six tutors of The National Literacy Project and six teachers in upper secondary school experienced their work with the project. They all work at theoretical national programs. The method is qualitative interviews in focus groups and individually and the research concerns professional identity, collegial learning and relationships in professional groups. The subject for the teachers in the groups is research and methods in literacy.        Research relevant for the study is the sociological and pedagogical aspect of professional identity within a teachers’ community. The theory helps to understand how teachers involved in a school developing project initiated by headmasters, municipality, authority and utmost the government, react. Another aspect is the theory of Community of Practice, which helps to enlighten the leadership and parts in a group and also how knowledge and identity is reproduced within a group of colleagues.        The result shows how six tutors and six individual teachers experience their work with The National Literacy Project; the parts in the community (tutor and group member) and the utility of the methodical and theoretical topics in the literacy material of the project.

No description available.

The purpose of this study was to better understand the impact experience and context have on the development of an early childhood education teacher professional identity. Using the Listening Guide (Gilligan et al. 2006), data were gathered and examined from interviews with three early childhood educators (ECE) currently teaching in a public school setting. Findings suggest that personal life experiences, teacher preparation, and career experience/contexts had a significant impact on the development of the teachers' professional identities. Examining when these early childhood educators committed themselves to the profession, and during which contexts and experiences they embraced early childhood tenets, provided important insight into how teacher preparation programs can bring forth candidates' past experiences for critical discussion to help preservice teachers make better sense of their developing early childhood teacher identity. Implications for provisionary teachers include support for navigating policy and societal influence in addition to day-to-day classroom teaching.

As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.

Thesis advisor: Katherine L. McNeill / Teacher attrition rates are high in urban schools, particularly for new teachers and science and math teachers compared to other subjects (Ingersoll & May, 2012). Research indicates teachers who remain committed to teaching in high-need schools are unique; they tend to identify not just as teachers, but as teachers devoted to the mission of social justice and working with underserved students (Moore, 2008). Teacher education programs have an important role to play in the preparation of teachers within this social justice framework (Picower, 2012a). But, the transition from university preparation to in-service teaching is difficult (Beauchamp & Thomas, 2011), particularly for science teachers who encounter contradictory contexts in urban schools that undermine the pedagogical practices and mindsets learned in preparation (e.g. Rodriguez, 2015). However, little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. This dissertation utilizes the theoretical frameworks of identity (Gee, 2000) and agency (Archer, 2007) to address this gap in the literature. I employed a case study methodology of one cohort of four teachers from the Science Educators for Urban Schools (SEUS) program at Boston College, which serves as a critical case of an effective preparation program for urban science educators (Yin, 2013). Data, primarily interviews, surveys, and written reflections, were collected from study participants during preparation and their first year of teaching. The findings indicate the SEUS Scholars expressed a student-centered, inquiry-oriented approach to teaching science for social justice. While the SEUS Scholars struggled to implement their ideal science instruction as first year teachers given the contradictory contexts of urban schools, the social justice ideology of the pre-service program shaped their professional identity and feelings of agency. These findings illuminate the role of teacher preparation to support the development of: 1) a strong educational philosophy grounding their pedagogical approach to science teaching, and 2) pedagogical context knowledge to effectively navigate urban schools. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This research attempts to explore how African immigrant teachers in South African schools reconstructed their professional identities. In this study African immigrant teachers are those teachers who have undergone teacher professional training in an African country other than South Africa. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of semi-structured interviews, observations, focus group interviews, field notes and a researcher’s journal (multiple variable sampling of five different South African public schools- one African immigrant teacher per school; school principals and focus group interviews of learners who were students of the immigrant teachers). Data analysis made use of grounded theory and content analysis. Findings from the study were fourfold: First, African immigrant teachers in South African schools cultivated good relationships with colleagues and administrators in order to reconstruct their professional identities. Second, they developed special traits such as perseverance and resilience. Third, access to opportunities, resources and materials in their schools were useful. Fourth, immediate employment on arrival in South Africa was available. Apart from factors that promoted the reconstruction of African immigrant teachers’ professional identities, there are also factors that opposed the reconstruction of their professional identities, namely their immigration status, their employment status and the attitudes of indigenous learners towards them. The new knowledge that was generated indicated that African immigrant teachers in South African schools are considered desirable and indispensable partners by employers, colleagues, administrators and learners. This is in contrast to the general perception in the literature that immigrant teachers are mere work seekers; opportunists and desperate individuals who are not an asset to the host country. / Dissertation (MEd)--University of Pretoria, 2012. / Humanities Education / MEd / Unrestricted

This thesis is a qualitative study that examines the correlation between the activist movement #MeToo and the possible effects it had on journalists’ professional conduct with regard to ethics, through the theoretical framework of journalism culture and patriotic journalism. The analysis is based on six semi- structured interviews with journalists that were involved in publications during the height of the #MeToo movement in Sweden. The study indicates that the movement influenced the informants, several found it difficult to differentiate the personal and work-related impact it had on them at the time. Their intense coverage of the movement was fueled by the engaged public, as well as the activist movement itself, which could be interpreted as market orientation or interventionism – or both. Their expressed solidarity with the movement’s values and goals, as well as the fact that their own industry had a specific #MeToo- campaign, positioned the journalists between their solidarity to the society and their professional identity.

In this Licentiate thesis I examine the system of physics teacher education. Physics teacher education is important because it is one of the main ways to influence how physics is taught in schools. By extension, physics teacher education has the potential to affect both who chooses to pursue physics as a career and how physics is perceived by Swedish society as a whole. In order to approach this problem, I chose to investigate the professional discourses of Swedish physics teacher educators. I focus on how these discourses potentially afford and constrain trainees’ possibilities of performing a professional physics teacher identity. While the topic of teacher identity has been extensively explored in the literature, the influence of the educational environment on what it means to become a physics teacher has remained very sparsely researched. Theoretically, I view identity as socially constructed in discourse. I connect identity to trainee learning by arguing that what trainees learn will be dependent on their possibilities to perform professional physics teacher identities in their educational programme. Using discourse analysis of interviews with physics teacher educators, I identify four discourse models. These four models paint a picture of the educational program as fragmented with no coherent way of viewing the educational program as a whole. I further suggest that the culture of physics departments plays a pivotal role in the success or otherwise of creating good quality physics teacher education. I demonstrate how an implicit assumption, that the purpose of teaching physics is to create physics experts, appears to unintentionally undermine and devalue physics teacher education within physics departments. The findings presented in this thesis have the potential to inspire teacher educators and physics faculty to examine their own assumptions about what the goal of physics teaching is, and to facilitate the negotiations needed to create a common understanding of the goals of the physics teacher education.