This narrative inquiry began with queries into the identity-making experiences of two teachers, Anna and Penny, at the beginning of their careers. Through weekly research conversations over 2 years, they told stories of their experiences in school. Over time, it became clear that their personal experiences with their families outside school shaped who they were in their classrooms with children. Their professional identities—their stories to live by—began on personal knowledge landscapes and then were recomposed into professional knowledge landscapes. They experienced tension when their familial stories of what it meant to be a teacher were interrupted or challenged. From the midst of teachers’, children’s, and families’ lives together in schools, Anna and Penny worked to make sense of these tension-filled experiences. Travelling between each others’ worlds was complex. Their personal experiences helped them make sense of difficult situations in their classrooms and contributed to their teacher knowledge. Connelly and Clandinin refer to this form of teacher knowledge as “personal practical knowledge” (1988, p. 25). The research presented in this dissertation attends to the personal practical knowledge, the intellectual work, that Anna and Penny used as beginning teachers. This research contributes to the larger practical and social aspects of beginning teachers. Stories of attrition and retention, struggle and survival, have iii shaped previous research literature as well as the professional practical landscape where beginning teachers work. Attending to ways beginning teachers make sense of these stories around them, and the stories of tension in their first classrooms, opens possibilities for teacher educators, administrators, policy makers, colleagues, families, and students to create spaces for new stories to be told. In any new situation uncertainty will occur. This research acknowledges that tension is inherent in any new situation and emphasizes the possibility of sustaining beginning teachers in their stories of themselves as teachers in the midst of that tension. This inquiry makes openings for conversations about the importance of acknowledging familial and personal stories as part of what sustains a person at the beginning of a teaching career.

This narrative inquiry explores teacher professional identity and curriculum making (Connelly & Clandinin, 1988) in the experiences of three itinerant band teachers. The narrative experiences of Grace, Cole, and Denise reflect the complexity of teaching in multiple schools and working within a curricular framework that is diverse and multi-faceted. While most classroom teachers work with one group of students in a single school, the travelling nature of itinerancy sets them apart from this standard. Benson (2001) argued that “limited involvement in any one single school site, places her or him in a significantly different position than the regular classroom teacher” (p. 3). Staying in tune with students, parents, and colleagues, while concurrently working in several school settings, can be a challenge for managing relationships, assessment practices, concert obligations, and school events (Roulston, 1998). An itinerant band program is a collection of stories with individual narratives being interwoven into a patchwork of identities, or narratively speaking, as people’s stories to live by (Clandinin & Connelly, 2000). Clandinin, Huber, Huber, Murphy, Murray-Orr, Pearce, and Steeves (2006) explained that curriculum making and identity making, acts that shape the stories to live by of teachers and children, are closely aligned. Students are immersed in musicking (Small, 1998) and curriculum making alongside their teacher. As stories are composed in unison, curriculum making represents "teachers' and students' lives together" (Clandinin & Connelly, 1992). Curriculum, viewed as a course of life (Connelly & Clandinin, 1988), involves the composition of identities and stories to live by. It is wrapped up with assessment making and identity making, with school stories intersecting with personal experience (Huber, Murphy, & Clandinin, 2011). Individual identities dance with the collective identity of the group as curriculum-as-lived (Aoki, 2012) is brought to life in the ensemble experience. Beyond the study of notes, rhythms, and technique, there is a web of interaction that pervades curriculum as it is embodied in the lives of students and teachers. It encompasses routine happenings in a rehearsal space, personal exchanges during recess breaks, recollections of events from past experiences, and future plans for the ensemble. It is coloured by the experience of itinerant teachers who weave parallel storylines across a series of learning landscapes. The complex nature of teaching initiates an ingrained inter-connectedness between personal and professional lives (Hargreaves, Meill, & MacDonald, 2002). Plotlines are blurred, making it difficult to distinguish between the two as they are inextricably linked by experience and emotion (Connelly, Clandinin, & He, 1997). Lack of a single, permanent teaching space calls for deeper exploration into implications for curriculum and teacher identity. Narratively inquiring into stories of itinerant band teachers is one approach that studies the contextual nature of identity. Storytelling represents a mode of knowing (Bruner, 1986). Each story is told from “a particular vantage point in the lived world” (Greene, 1995, p. 74), holding a plurality of experience and interpretation. Stories are closely tied to how teachers conceive themselves in the place of school (Connelly & Clandinin, 1999). Working on the periphery of collegial connections and the school community imparts physical and emotional tolls on professional identity. These factors contribute to an overall perception about the nature of itinerant teaching (Roulston, 1998). The shifting framework of itinerancy compounds the variable nature of teacher identity. Gathering artifacts and conversations about the storied existence of three itinerant band teachers, tensions appear over curriculum hierarchy, loss of instructional time and place, and collegial isolation. These are plotlines that exist within these school "borderlands" (Anzaldua, 1987). Contrapuntal lines of temporality, sociality, and place (Clandinin & Connelly, 2006) intersect with one another, some moving in relative harmony, while others create bumping points that influence perceptions of personal practical knowledge. Itinerant band teachers experience temporary shifts in self as they make sense of the fluid and changing world around them.

China, the developing country with the largest and oldest public education system, is transforming its education system through a large-scale curriculum reform. The new national curriculum marks a dramatic change in the underlying educational philosophy and practices, which, in turn, have deep cultural and historical roots in Chinese society. During this system-wide curricular change, Chinese teachers find themselves, more or less, situated in an ambivalent space. That is, most teachers know of the curricular change, but they are uncertain about the meaning of the change and have some resistances borne out of the experiences of loss and challenges to their teacher identities. This study investigates what this massive curriculum reform means for Chinese teachers by grounding an enquiry in in-depth conversations with six teachers in Western China. An interpretation of these conversations reveals the complex dimensions of teachers’ compliance and/or resistance with respect to change at a time when the Chinese curriculum landscape is shifting dramatically from a local to global perspective. Hermeneutics is employed as the research approach in this study because it attends to the humanness and interpretive nature of the participants’ living through curriculum change and it offers important insights to the deeply inter-subjective nature of teachers’ learning and unlearning. New understandings of teachers’ identity transformation, cross-cultural curriculum conversations, and the psychic and social dynamics of teachers' learning are presented in this study. New discourses for enhancing cross-cultural understandings in curriculum studies and international development are also suggested. This study addresses an absence of research on education change and curriculum theories and serves as an example of engaging curriculum as a transnational conversation between East Asian and Western contexts.

In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.

Esta dissertação traz uma pesquisa cujo foco é o docente de formação técnica que atua ou atuou nos cursos oferecidos no âmbito do PROEJA – Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos instituído pelo Decreto n° 5.840, de 13 de julho de 2006. O objetivo da pesquisa é investigar a forma como o professor de formação técnica se faz docente em sua atuação nos cursos oferecidos no âmbito do PROEJA em dois campi do IFSUL – Instituto Federal Sul-rio-grandense: Campus Sapucaia do Sul e Campus Charqueadas. Como objetivos específicos pretende: conhecer as trajetórias profissionais e formativas destes docentes; identificar os saberes mobilizados na prática docente, considerando como e onde o professor os tem construído; identificar o espaço da formação continuada nas suas trajetórias; e analisar se há e quais são as características específicas da atuação nos cursos do PROEJA em relação a outros em que atua. De abordagem qualitativa, utiliza a metodologia do estudo de caso. Os dados foram produzidos através de entrevistas semi-estruturadas com seis docentes que não cursaram licenciatura ou cursos de pós-graduação em Educação e analisadas a partir do método da análise de conteúdo. Entre os achados destaca-se a especificidade da atuação docente no PROEJA, a importância de formações continuadas baseadas na experiência e contexto real de trabalho dos professores, o status da docência na rede federal de educação profissional e tecnológica e a aprendizagem da profissão através do aperfeiçoamento, na prática diária da sala de aula, dos saberes trazidos das experiências discentes. O trabalho apóia-se nos referenciais teóricos dos campos de estudo do trabalho-educação, PROEJA e do trabalho docente e busca contribuir com a discussão sobre a formação de professores para a educação profissional e tecnológica e a profissionalização docente. / This research focuses on the technical training teacher who either teaches or has taught in the courses offered under PROEJA - National Program of Integration between Vocational Education and Basic Education for Youth and Adults established by Decree No. 5840 of July 13, 2006. The objective of this research is to investigate how the technical training teacher who does not hold a degree in education performs as a teacher in the PROEJA courses offered in two campuses of PROEJA IFSUL - Federal Institute of Rio Grande do Sul: Sapucaia do Sul Campus and Charqueadas Campus. Having these as specific objectives, this research intends to : learn about career paths and training of these teachers; identify the knowledge mobilized in the teaching practice, considering how and where the teacher has acquired them; identify the space of continuous teacher training in his/her teaching career; and to analyze whether there are and what are the specific characteristics of his/her practice in the PROEJA courses in relation to other courses in which he/she teaches. This study makes use of the qualitative approach, using the case study methodology. The data were collected through semi-structured interviews with six teachers who had not received a degree in education or made graduate studies in education and were analyzed by the content analysis method. What should be highlighted among the findings is the specificity of the teacher performance in PROEJA, the importance of a continuing education program based on experience and teacher real working environment , the prestige of teaching in the federal network of professional and technological education schools and the learning about the teaching profession through daily practice in the classroom and through knowledge acquired by the experience brought by students. The study is based on the theoretical fields of study of work and education, PROEJA and the teaching practice and seeks to contribute to the discussion on teacher training for vocational and technological education and to the professional practice of teachers.

abstract: ABSTRACT This research studies the effects of a writing community on three novice, middle school, Title I language arts teachers' perceptions of themselves as educators and as writers. The participants wrote on topics of their selection, on a bi-monthly basis, for one semester, to explore their teaching and learning. The teachers are in their first five years of instruction and work in Title I, urban schools with ethnically diverse students. All participants are National Writing Project fellows. The researcher analyzed teachers' journals, narratives, conversations, interviews and pre-surveys to collapse and code the research into themes. Findings suggest that teachers need time and support to write during the school day if they are going to write. They also need a supportive, honest, and friendly audience, the writing community, to feel like writers. Findings generated have implications for teacher preparation programs. The participant, who was not an education major, in her undergraduate program, is the only teacher who feels confident in her writing abilities which she connects to her experience in writing and presenting her work as an English and women's studies major. More teacher education programs should offer more writing courses so that preservice teachers become comfortable with the art of composition. Universities and colleges must foster the identities of both instructor and writer in preservice language arts teachers so that they become more confident in their writing and, in turn, their writing instruction. It may be implausible for novice teachers to be effective writing instructors, and educate their students on effective writing strategies, if they do not feel confident in their writing abilities. Although writing researchers may posit that English teachers act as gatekeepers by withholding writing practices from their students (Early and DeCosta-Smith, 2011), this study suggests that English teachers may not have these writing skills because they do not write and or participate in a writing community. When preservice English teachers are not afforded authentic writing opportunities, they graduate from their teacher education programs without confidence as writers. Once ELA teachers transition into their careers they are, again, not afforded the opportunity to write. In turn, it is difficult for them to teach writing to their students, particularly low-income, minority students who may need additional support from their teachers with composition. K-12 teachers need the time and space to write for themselves, on topics of their selection, during the school day, and then, must be trained on how to use their writing as a model to coach their students. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

Esta dissertação traz uma pesquisa cujo foco é o docente de formação técnica que atua ou atuou nos cursos oferecidos no âmbito do PROEJA – Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos instituído pelo Decreto n° 5.840, de 13 de julho de 2006. O objetivo da pesquisa é investigar a forma como o professor de formação técnica se faz docente em sua atuação nos cursos oferecidos no âmbito do PROEJA em dois campi do IFSUL – Instituto Federal Sul-rio-grandense: Campus Sapucaia do Sul e Campus Charqueadas. Como objetivos específicos pretende: conhecer as trajetórias profissionais e formativas destes docentes; identificar os saberes mobilizados na prática docente, considerando como e onde o professor os tem construído; identificar o espaço da formação continuada nas suas trajetórias; e analisar se há e quais são as características específicas da atuação nos cursos do PROEJA em relação a outros em que atua. De abordagem qualitativa, utiliza a metodologia do estudo de caso. Os dados foram produzidos através de entrevistas semi-estruturadas com seis docentes que não cursaram licenciatura ou cursos de pós-graduação em Educação e analisadas a partir do método da análise de conteúdo. Entre os achados destaca-se a especificidade da atuação docente no PROEJA, a importância de formações continuadas baseadas na experiência e contexto real de trabalho dos professores, o status da docência na rede federal de educação profissional e tecnológica e a aprendizagem da profissão através do aperfeiçoamento, na prática diária da sala de aula, dos saberes trazidos das experiências discentes. O trabalho apóia-se nos referenciais teóricos dos campos de estudo do trabalho-educação, PROEJA e do trabalho docente e busca contribuir com a discussão sobre a formação de professores para a educação profissional e tecnológica e a profissionalização docente. / This research focuses on the technical training teacher who either teaches or has taught in the courses offered under PROEJA - National Program of Integration between Vocational Education and Basic Education for Youth and Adults established by Decree No. 5840 of July 13, 2006. The objective of this research is to investigate how the technical training teacher who does not hold a degree in education performs as a teacher in the PROEJA courses offered in two campuses of PROEJA IFSUL - Federal Institute of Rio Grande do Sul: Sapucaia do Sul Campus and Charqueadas Campus. Having these as specific objectives, this research intends to : learn about career paths and training of these teachers; identify the knowledge mobilized in the teaching practice, considering how and where the teacher has acquired them; identify the space of continuous teacher training in his/her teaching career; and to analyze whether there are and what are the specific characteristics of his/her practice in the PROEJA courses in relation to other courses in which he/she teaches. This study makes use of the qualitative approach, using the case study methodology. The data were collected through semi-structured interviews with six teachers who had not received a degree in education or made graduate studies in education and were analyzed by the content analysis method. What should be highlighted among the findings is the specificity of the teacher performance in PROEJA, the importance of a continuing education program based on experience and teacher real working environment , the prestige of teaching in the federal network of professional and technological education schools and the learning about the teaching profession through daily practice in the classroom and through knowledge acquired by the experience brought by students. The study is based on the theoretical fields of study of work and education, PROEJA and the teaching practice and seeks to contribute to the discussion on teacher training for vocational and technological education and to the professional practice of teachers.

Este estudo propôs-se a entender alguns traços relacionados à formação da identidade de professores de Ciências e Biologia e, com isso, contribuir com as pesquisas sobre identidade docente. Nossa hipótese inicial era de que esses desenvolveriam características provenientes de dois estatutos epistemológicos diferenciados: o que compreende as Ciências Biológicas e o que compreende as Ciências Humanas e as Ciências Educacionais. Ao lançar mão de características provenientes destes dois modos de construção de conhecimento, estes professores teriam um diferencial identitário importante. As construções teóricas utilizadas na argumentação e na análise dos dados foram elaboradas à luz de referenciais teóricos de perspectiva sociológica e epistemológica. A perspectiva sociológica diz respeito ao entendimento que temos sobre a formação de identidades profissionais, no que se refere às relações sociais estabelecidas na dinâmica escolar, e, também, aos saberes da profissão docente. A perspectiva epistemológica foi utilizada para compreendermos como as Ciências Biológicas entendem seu objeto de pesquisa e como constroem conhecimentos a partir deste entendimento. Dessa forma, articulamos três construções teóricas: o conceito sociológico de identidade, proposto por Claude Dubar (2005); os saberes docentes, formulados por Maurice Tardif (2007); e a teoria epistemológica e noção de perfil epistemológico de Gaston Bachelard (1979a, 1979b, 1996). A investigação foi desenvolvida com base numa abordagem qualitativa, por meio de questionário e, em função do número amostral, revelou-se um estudo de caso. Participaram do estudo professores de Ciências e Biologia, atuantes na rede pública estadual de ensino de Porto Alegre, formados na Universidade Federal do Rio Grande do Sul, nos últimos dez anos. Nossos dados apontam que a identidade docente destes professores está relacionada ao perfil empírico-positivista. No entanto, características do mesmo perfil podem ser percebidas em docentes graduados em outras áreas disciplinares, que se referem a outros modos de produção de conhecimento e, portanto, outro estatuto epistemológico. Também podemos inferir que a conformação do Curso de Licenciatura em Ciências Biológicas da Universidade Federal do Rio Grande do Sul prepara o estudante para atuar tanto como pesquisador como professor. Assim, a identificação profissional constitui-se em relação à profissão que mais apresenta status diante do olhar do outro: a de pesquisador. / This study aimed to understand some peculiarities according to the identity formation of science and biology teachers, and intend to contribute with the research on teacher identity. Our hypothesis was that these traits develop from two different epistemological status, which includes, by one side, the Biological Sciences and, by the other side, which embraces the Humanities and Educational Sciences. By resorting to features from these two ways of constructing knowledge, these teachers have an important differential identity. The theoretical constructs used our study as argument and data analysis were prepared in the light of theoretical and epistemological sociological perspective. The sociological perspective deals with the understanding that we have on the formation of professional identities related to social relations in school routine, and also to the knowledge of the teaching profession. The epistemological perspective was used to understand how the biological sciences view their research object and how they build knowledge. Thus, we articulated three theoretical constructs: the sociological concept of identity proposed by Claude Dubar (2005), the teacher knowledge, formulated by Maurice Tardif (2007), and the notion of epistemological theory and epistemological profile of Gaston Bachelard (1979a, 1979b, 1996). The research was based on a qualitative approach, then according to sample size, proved to be a case study. The sample was composed by science and biology teachers who work in public schools in Porto Alegre, and graduated at Federal University of Rio Grande do Sul in the last ten years. Our data indicate that the teacher identity of the participants is related with the positivist-empirical profile. However, features of the profile can also be perceived in teaching graduates in other disciplines, which refer to other modes of knowledge production and, therefore, another epistemological status. We can also infer that the conformation of the Degree in Biological Sciences, Federal University of Rio Grande do Sul prepares students to act both as a researcher and teacher. Thus, the identification work ends up happening with the profession that has more status in the eyes of the other: as a researcher.

Made available in DSpace on 2016-08-03T16:15:40Z (GMT). No. of bitstreams: 1 MariaBraga.pdf: 1430825 bytes, checksum: a8963c3494d17ab1cc683e37f3207c65 (MD5) Previous issue date: 2013-03-19 / The present study was developed with the goal of understanding the construction of the professional identity of nursing teachers of undergraduate nursing from a private institution located in the city of São Paulo. The discussion of the processes of identity formation was based on studies of Placco Vera de Souza, nationally, and Maurice Tardif and Claude Dubar, internationally. In an exploratory stage, we applied a semi-structured questionnaire to five teachers of graduate studies in Nursing and held a semi-directive with two of the participants in order to refine the data collection instruments. The main research made use of interviews with seven teachers of undergraduate degree in Nursing from the same institution. The data from both the exploratory study as the primary research were analyzed with reference to the assumptions of systematic content analysis by Laurence Bardin and Maria Laura P. B. Franco. The results indicated that nurses become teachers driven by the desire to teach and share knowledge, job opportunities, flexible hours and completion of professional income, and are influenced by their teachers and family formation trajectory. The characteristics valued by them at a teacher were: mastery of content taught, especially the technical knowledge, the continuous pursuit of knowledge, ethics, professionalism, humanization. It is noted a preponderance of the characteristics that involve the knowledge of the content at the expense of pedagogical issues. The reflection and concern about Teaching are present in their speech, as the constant quest to overcome the difficulties in the profession. They consider Teaching profession as a role of prominence in the same way that Nursing. Another factor highlighted in the responses was the strong representation of nurses in the professional career of respondents. In their reports, it was revealed that the construction as teachers occurs continuously throughout the career, which is evident in their speech when they claim to be better teachers now than earlier, despite being a prickly walk initially, it became pleasurable and significant over time. It is emphasized here the importance of valuing the knowledge of the teacher, because only starting with this knowledge, plus theoretically and conceptually working it, teachers will be able to expand the understanding of the work process in health that, now a days, has become highly complex. / O presente estudo foi desenvolvido com o objetivo de compreender a construção da identidade profissional de enfermeiros docentes do curso de graduação em Enfermagem de uma instituição privada localizada na cidade de São Paulo. Para tanto, discute os processos de constituição identitária pautado nos estudos de Vera Placco de Souza, no âmbito nacional, e de Maurice Tardif e Claude Dubar, no âmbito internacional. Em uma etapa exploratória, foi aplicado um questionário semi-estruturado a cinco professoras da pós-graduação em Enfermagem e realizada uma entrevista semi-diretiva com dois desses participantes com o objetivo de refinar os instrumentos de coleta. A pesquisa principal fez uso de entrevista realizada com sete professores do curso de graduação em Enfermagem da mesma instituição. Os dados, tanto do estudo exploratório como da pesquisa principal, foram analisados tendo como referência os pressupostos da análise de conteúdo sistematizados por Laurence Bardin e Maria Laura P. B. Franco. Os resultados indicaram que os enfermeiros se tornam professores impelidos pelo desejo de ensinar e de compartilhar conhecimentos, oportunidade de trabalho, flexibilidade de horário e complementação da renda profissional, e são influenciados por professores de sua trajetória formativa e por familiares. As características valorizadas por eles em um professor foram: o domínio do conteúdo ensinado, sobretudo o saber técnico; a busca contínua do conhecimento; ética; profissionalismo; humanização. Nota-se um predomínio das características que envolvem o conhecimento dos conteúdos em detrimento das questões pedagógicas. A reflexão e preocupação com a Docência estão presentes em suas falas, assim como a busca constante para a superação das dificuldades existentes na profissão. Eles consideram a Docência uma profissão com um papel social de destaque do mesmo modo que a Enfermagem. Outro fator destacado nas respostas foi a forte representação do enfermeiro na carreira profissional dos pesquisados. Em seus relatos, foi possível perceber que sua construção como docentes ocorre de forma contínua ao longo da carreira, o que fica evidenciado em suas falas quando afirmam serem melhores professores agora do que no início de sua trajetória profissional e que, apesar de ser uma caminhada espinhosa inicialmente, tornou-se prazerosa e significativa com o passar do tempo. Ressalta-se aqui a importância de se valorizar os saberes do professor, partindo deles e trabalhando-os teórica e conceitualmente para que o docente amplie a compreensão do processo de ensino em saúde que, no mundo contemporâneo, tornou-se de alta complexidade.

The research refers to the analysis of extension project Desafio Pré-vestibular as space for the training of teachers of natural sciences (biology, physics and chemistry), looking for understanding the discourses that challenge the teachers and has effects on your identity. To this end, we analyzed oficial documents that guide the formation of teachers, documents dealing with the Organization and functioning of the Desafio Pré-vestibular project, as well as the words and expressions of the teachers of the Sciences of nature, undergraduate students and graduates, who participated as teachers in the project in the year 2015. The survey considered theoretical and methodological presuppositions of discourse analysis in the perspective of Michel Foucault (2012, 2014), whereas the discourses as practices that produce effects on the subject, from processes of subjectivation, constituting the truths in a given time. The corpus of analysis understand documents, responses to a questionnaire and comments and demonstrations of teachers to a semi-structured interview. The analysis of the data showed that the practice is a recurrent statement in different speeches, among them, the educational, the politician of the social movements and the media, that Desafio Pré-vestibular the teachers in training and those already licensed, seeking the design challenge to perform "more" practice, producing ways of being and seeing as professor, with effects on your identity. Research shows that teachers of natural sciences (graduates and licenciandos) recognize the extension project Desafio Pré-vestibular as teacher training, space in which it is necessary to discuss and promote the articulation between theory and practice. It should be noted, however, the importance of looking at the extension locus of teaching, teacher training and research. / A pesquisa refere-se à análise do projeto de extensão Desafio Pré-vestibular como espaço para a formação de professores de Ciências da Natureza (Biologia, Física e Química), procurando compreender os discursos que interpelam os/as professores/as e tem efeitos em sua identidade docente. Para tal, foram analisados documentos oficiais que orientam a formação de professores, documentos que tratam da organização e funcionamento do projeto Desafio Pré-vestibular, bem como as falas e manifestações dos professores da área de Ciências da Natureza, licenciandos e licenciados, que participaram como docentes no projeto, no ano de 2015. A pesquisa realizada considerou pressupostos teórico-metodológicos da análise de discurso na perspectiva de Michel Foucault (2012, 2014), considerando os discursos como práticas que produzem efeitos nos sujeitos nos processos de subjetivação, constituindo as verdades em uma dada época. O corpus de análise compreendeu documentos, respostas a um questionário e comentários e manifestações dos professores a uma entrevista semi-estruturada. A análise dos dados mostrou que a formação pela prática é um enunciado recorrente em diferentes discursos, entre eles, o pedagógico, o político dos movimentos sociais e o midiático, que interpelam os professores em formação e os já licenciados, que procuram o projeto Desafio para realizar “mais” prática, produzindo modos de ser e de se ver como professor, com efeitos na sua identidade docente. A pesquisa mostra que os professores de Ciências da Natureza (licenciados e licenciandos) reconhecem o projeto de extensão Desafio Pré-vestibular como espaço de formação docente, no qual é necessário problematizar e promover a articulação entre teoria e prática. Ressalta-se, no entanto, a importância em olhar para a extensão como lócus de ensino, de formação de professores e também de pesquisa.