Few would question the important role of teachers in influencing the quality of education in schools; who teachers are, how they teach and what they teach are all essential components in determining the quality of the education they are instrumental in delivering. It is a logical extension to assume that the same factors matter with regard to teacher education. This thesis explores the professional identity of those involved in the preparation of new teachers – the teacher educators. Within this group, English language teacher educators, represent a small but significant subset, and one whose role in contexts such as the United Arab Emirates (UAE) is expanding beyond the confines of English language teaching alone and into the wider education arena. It is hoped that this study may provide a useful contribution to ongoing discussions about teacher education at a number of levels. Firstly, it will add to research findings about teacher educators in general, and English language teacher educators in particular, and it is hoped that the study may offer some insights into the professional lives of those engaged in teacher preparation, especially in the United Arab Emirates. Secondly, it aims to give voice to a relatively under-researched body of professionals with the aim of discovering why they do the job they do and what they value in that job, in so doing it is hoped that it may be able to uncover what, if anything, constitutes the professional identity of teacher educators as a distinctive professional group.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:43:34Z No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:43:42Z (GMT) No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:43:49Z (GMT) No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) / Made available in DSpace on 2017-08-11T16:43:57Z (GMT). No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) Previous issue date: 2017-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present work presents a research of the area of education, in a more specific field of Teacher Training. The research uses Fanzine, here configured as an autobiographical narrative (biograficzine) as an investigative (and formative) device, bringing as a theme the professional identities of the teachers of a public school. The problem that guides the development of this work is the following question: how do the teachers of a public school perceive their professional identities from the production of fanzines? The importance of investigating this question comes from the perspective of understanding the process of becoming a teacher, considering the perception that the teachers have about their professional identities. The research aims to investigate how the teachers of a public school perceive their professional identities to understand how they became teachers. To answer this objective the study was structured from a qualitative perspective and used for the production of data the production of fanzines associated with (biographical) biographical narratives, the biograficzine; The analysis of this material was done through the Peirceana semiotics, discussed in the perspective of professional teacher identities. Finally, interviews were also made to complement the final analysis. As a theoretical-methodological foundation, the contributions of Dubar (1995, 2005, 2009) are considered to support the issue of professional identities, admitting that the idea of identity as an "identity form" is configured in social and work relations and that identities professionals build and rebuild throughout existence. For the understanding of becoming a teacher, it became necessary to carry out another movement, together with the teachers. For this, I appropriate the theoretical basis developed by Nóvoa (2007, 2009), in which he advocates teacher training centered in two dimensions: the personal and the professional, in which he suggests five proposals: Practices, Profession, Person, Sharing and Public. The development of the analyzes of the biograficzines had as theoretical support Santaella (1983, 1989, 1995, 2008), admitting the analytical potential of the semiotics to analyze the biograficzines produced. The results obtained with the production of data demonstrate a group of teachers with teaching identities in which, in their acts of belonging, in the identity they attribute to themselves, they seek autonomy, threatened by the devaluation of the profession, but try to break with the acts attributed by institutions. The understanding of becoming a teacher is related to the importance of becoming aware of relationships within the school and communication with the outside world. / O presente trabalho apresenta uma pesquisa da área da educação, de maneira mais específica campo da Formação de Professores. A pesquisa se utiliza do Fanzine, aqui configurado como uma narrativa autobiográfica (biograficzine) como dispositivo investigativo (e formativo), trazendo como temática as identidades profissionais dos docentes de uma escola pública. A problemática que orienta o desenvolvimento deste trabalho parte do seguinte questionamento: como os professores de uma escola pública percebem suas identidades profissionais a partir da produção de fanzines? A importância de investigar essa questão se dá na perspectiva de compreender o processo de tornar-se professor, considerando a percepção que os docentes têm sobre suas identidades profissionais. A pesquisa tem como objetivos investigar como os professores de uma escola pública percebem suas identidades profissionais para compreender como se tornaram professores. Para responder a esse objetivo, o estudo se estruturou a partir da perspectiva qualitativa e utiliza para a produção de dados a produção de fanzines associados às narrativas (auto)biográficas, o biograficzine. A análise desse material foi feita através da semiótica Peirceana, discutidos na perspectiva das identidades profissionais docentes. Por fim, foram também feitas entrevistas para complementar a análise final. Como fundamentação teórico-metodológica consideram-se as contribuições de Dubar (1995, 2005, 2009) para fundamentar a temática das identidades profissionais, admitindo que a ideia de identidade como “forma identitária” se configura nas relações sociais e de trabalho e que as identidades profissionais se constroem e reconstroem ao longo da existência. Para a compreensão do tornar-se docente, tornou-se necessário realizar outro movimento, juntamente com os professores, para isso me aproprio da base teórica desenvolvida por Nóvoa (2007, 2009), no qual ele defende uma formação do professor centrada em duas dimensões: o pessoal e o profissional; no qual ele sugere cinco propostas: Práticas, Profissão, Pessoa, Partilha e Público. O desenvolvimento das análises dos biograficzines teve como sustentação teórica Santaella (1983, 1989, 1995, 2008), admitindo o potencial analítico da semiótica para analisar os biograficzines produzidos. Os resultados atingidos com a produção de dados demonstra um grupo de professores com identidades docentes nas quais, em seus atos de pertença, na identidade que atribuem a si, buscam autonomia, ameaçada pela desvalorização da profissão, mas que tentam romper com os atos atribuídos pelas instituições julgadoras, regulamentadoras. A compreensão de tornar-se professor está relacionado à importância de se conscientizar das relações dentro da escola e da comunicação com o exterior.