Spelling suggestions: "subject:"a.teaching identity"" "subject:"asreaching identity""
1 |
Pre-Collegiates Students' Teaching IdentitiesGalyean, Teresa Ann 01 December 2004 (has links)
A review of the research indicates that identifying self as a teacher can be a life-long, complex personal and social process. This researcher investigated 4 pre-collegiate students' construction of a teaching identity during their participation in an introduction to teaching course conducted in a rural high school located in a southeastern state. Two purposes framed this investigation, 1) to gain an in-depth understanding of the pre-collegiate students' past and present experiences related to teaching and the meanings the students make of these experiences, and 2) to examine these experiences as connected to construction of personal teaching identities. Using a life history methodology, data sources included 3 interviews, drawings of self as a teacher, journal writings, and personal experience writings. The findings are presented in 4 narratives one for each participant. Each narrative, represented by an exemplar quote, (i.e., Being There, Being a Kid, Right Heart, Being A Helper) illuminates the nature of the participants' teaching prototype, which emerged from past and present educational experiences. Results indicate that the participants possessed well-defined beliefs pertaining to caring teachers and to teaching as a profession, in addition, to commonly held cultural teaching beliefs. These beliefs guided their course experiences and self-assessment of a teaching identity. Although the identification to a teaching identity varied among the 4 participants, results indicate that 1 participant was actively constructing a storied teaching identity. A storied teaching identity involved a significant nuclear episode with a teacher that became the bound context for a teaching story. This type of high school level career studies course can assist in strengthening the recruitment pool of teacher education candidates and assist in testing a vocational teaching identity. Implications are offered for future research involving pre-collegiate students enrolled in an introduction to teaching course and investigation of storied teaching identities. / Ph. D.
|
2 |
Being and becoming : the creative balance of the artist teacherSinger, Jessica Elizabeth January 2018 (has links)
In this study, identity is conceptualised as a joint accomplishment between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts (Gee, 2000; Holland et al., 1998; and Wenger, 1998). From this stance, this research is within a situative approach which aims to understand motives and engagement of people as they participate in formal and informal learning contexts. This is accumulated from experiences (Dewey, 1934) which are processed and retained. From this state of being, the individual's identity is in the process of becoming; affected by personal circumstances and experiences gathered throughout the life course. In response to this, this research views identity not as a thing but as a process of being and becoming. (Beijaard, 2003). Through the process of living, individuals come into constant interaction with different contexts and cultures which inform their personalised identities. Individuals live in the world and, in so doing, create a 'meshwork' (Ingold, 2011) in which individuals do not exist in one location but move along paths acknowledging the role of other people and places in the formation of identity. Transitions throughout the individually lived life course (Elder, 1994) and the emotional experiences (Dutton and Heaphy, 2003) of these transitions aid in the identity formation of the artist teacher. The artist teacher is in a constant state of 'negotiating' between the identities of the artist and the artist teacher. The theoretical framework guiding this study merges Urie Bronfenbrenner's theory of ecological systems (1979)- the micro-, meso-, and macro- levels of human development with Barbara Rogoff's three planes of analysis (1995) - the personal, interpersonal and community levels of development. Data were built with the participation of six artist teachers living and working in North East Scotland, Aberdeen. Findings revealed fascinating ways in which the six artist teachers negotiated their artist and artist teacher identities in/through: art practice and pedagogy, collaborations with others in processes of dialogue and joint activity, and both solo and collaborative participation across persons in-contexts (Nolen et al., 2015).This study contributes to knowledge in exploring both psychological and sociological emotional experiences of the artist teacher to provide a more comprehensive and thorough examination of identity formation from a situative perspective.
|
3 |
What influences student teachers' ability to promote dialogic talk in the primary classroom?Fisher, Anne January 2011 (has links)
This thesis examines what it is that enables postgraduate student teachers to promote the recently introduced curriculum innovation, dialogic talk, in primary classrooms. Drawing on literature relating to the way talk has been enacted in English classrooms for the last thirty five years, it suggests that patterns of verbal interaction have continued to prove resistant to change, despite policy imperatives and university courses. Adopting a collaborative action research approach, data were collected in three cycles over three years to investigate the perceptions of three successive cohorts of postgraduate students of the role of talk in learning, and the place of the teacher in developing it. Using a sociocultural lens, students’ conceptual and pedagogic understanding of dialogic talk, and their ability to promote it, is examined in depth through nine case studies, as are the factors which the participants themselves identify as enabling or inhibiting engagement with innovation. It is suggested that the lack of a commonly agreed definition, and of readily available theoretical guidance, has reduced dialogic talk to just another label. As such, it can play no significant part in developing practice beyond rapid question-and-answer routines of ‘interactive teaching’ and the potentially reductive IRF (Initiation, Response, Feedback) script recorded by researchers (Mroz et al, 2000; Myhill, 2006) before, and after the inception of the National Literacy Strategy (1998a). Turning to the role of the university, it questions the place of the ‘demonstration lesson’ and whole cohort lectures, urging that significant changes need to be made to the role of the teaching practice tutor, and the nature of ‘partnership’ between schools and university departments. Finally, it speculates that without a significant change in the way university departments examine, and address, the values, attitudes and memories of talk that student teachers bring with them from their own primary classrooms, there will continue to be replication of practice.
|
4 |
[en] MAPPING TEACHERS PROFILE IN SCHOOLS OF PRESTIGE: A CONTRIBUTION TO THE UNDERSTANDING OF EDUCATIONAL ACHIEVEMENT / [pt] MAPEANDO O PERFIL DOCENTE DE ESCOLAS DE PRESTÍGIO: CONTRIBUIÇÃO PARA A COMPREENSÃO DO SUCESSO ESCOLARDIANA GOMES DA SILVA CERDEIRA 27 November 2008 (has links)
[pt] O presente trabalho, de cunho sociológico, efetua um
mapeamento do
perfil dos professores de escolas consideradas de
excelência no município do Rio
de Janeiro. Parte da hipótese de que, para além da situação
sócio-econômica da
clientela e das condições institucionais, o corpo docente é
um dos principais
aspectos que contribui para a qualidade do ensino escolar e
para a construção da
imagem de prestígio das instituições investigadas. Esta
pesquisa é um recorte de
outra mais ampla, intitulada Processos de Produção de
Qualidade de Ensino:
Escola, família e cultura que o SOCED/PUC-Rio - Grupo de
Pesquisa em
Sociologia da Educação - vem desenvolvendo há alguns anos.
Utilizou o material
empírico derivado do survey composto por três questionários
(professores, alunos,
pais) e aplicados em nove escolas anualmente apontadas pela
imprensa como as
melhores do Rio de Janeiro. Visando a articulação das
dimensões macro e micro e
a ampliação do corpus da pesquisa, utilizou, num segundo
momento, dados
qualitativos do trabalho de campo realizado em três das
nove escolas da amostra.
A partir da análise de dados como o nível socioeconômico,
condições de trabalho,
trajetórias escolares e profissionais e práticas
pedagógicas, foi possível traçar as
características do corpo docente que atende a clientela
dessas escolas e levantar
algumas hipóteses sobre o efeito-professor na produção de
trajetórias escolares
de sucesso. / [en] This paper, trough a sociological perspective, builds a map
of teachers
profiles of schools perceived as excellence institutions in
the city of Rio de
Janeiro. Our hypothesis is that, in the institutions
investigated, beyond socialeconomic
situation of customers and institutional conditions,
teachers qualities
are one of the main contributors to the quality of school
education and the
construction of the prestigious image detained by then.
This research is a cutting
from a broader research called: Procedures for Producing
Quality in Education:
School, family and culture developed by SOCED / PUC-Rio -
Group Research in
Sociology of Education - some years ago. It uses material
derived from an
empirical survey, composed of three questionnaires
(teachers, students, parents)
and applied annually in nine schools identified by the
press as the best educational
institutions in the city of Rio de Janeiro. To articulate
macro and micro
dimensions and also to expand the corpus of research, this
investigation uses, in a
second time, qualitative data acquired in fieldwork
activities centralized in three
of the nine schools of the sample. From the analysis of
data such as socialeconomic
level, working conditions, school and professional
trajectories and
teaching practices were possible to trace some
characteristics of the teachers that
serves the customers of these schools and raise some
assumptions about the
teachers effect in the production of well succeed school
trajectories.
|
5 |
Negotiating My Rainbow: A Self-Study Exploring the Relationship between Beliefs about Identity and Classroom PracticeColborne, Amanda 08 November 2018 (has links)
Teachers bring parts of themselves, among them, gender, age, and race into the classroom. In addition to the routine stress of teaching, lesbian, gay, bisexual and transgender (LGBT) people have the added stress of managing the expression of their sexual orientation in the classroom. This study explores the ways in which my own identity as a lesbian influenced my beliefs about teaching, my “pre-active” curricular-instructional decision-making, and my “interactive” curricular-instructional decision-making (Jackson, 1966). A self-study methodology is used to explore these relationships. Data sources include journaling, lesson plan artifacts, student work samples, photographs of my classroom, an observation and critical conversation from a critical friend. An autobiographical sketch and statement of beliefs about teaching and learning also informs the study. Janna Jackson’s (2007) stages of coming out, along with Elliot Eisner’s (1985) explicit, implicit, and null curriculum provide the analytical frame.
The results show that as I went through Janna Jackson’s (2007) phases of coming out, my beliefs about teaching and learning through the tools, resources, and classroom environment change to reflect that stage. For instance, once I was out in my classroom, there was more LGBT décor in my class. The findings also indicate my lesbian identity affects the explicit and null more than the implicit curricular-instructional decision-making during the “pre-active” stage of teaching. My lesbian identity affected the implicit and null curriculum more than the explicit curricular-instructional decision-making during the “interactive” stage of teaching. Overall, these findings suggest my lesbian identity and teacher identity are deeply entangled.
|
6 |
ESTÁGIO CURRICULAR: UM ESTUDO A PARTIR DAS SIGNIFICAÇÕES SOCIAIS CONSTRUÍDAS PELAS ESTAGIÁRIAS SOBRE O CURSO DE PEDAGOGIA/CE/UFSM / TEACHING PRACTICE: A STUDY BASED ON SOCIAL SIGNIFICATIONS CONSTRUCTED BY THE TRAINEES ABOUT THE UNDERGRADUATE PEDAGOGY COURSE AT CE/UFSMStivanin, Neridiana Fabia 29 March 2007 (has links)
This research investigated how experiences were constructed during curricular training in Pedagogy Initial Series and Qualification in Pedagogical Disciplines of High School Level. According to Antunes (2001), this period stands for one of the
most challenging in teaching trajectory and is marked by anguish and concerns. The research aimed at investigating the meanings constructed about the perspectives of
the course, the experiences lives in training and the relationship established between the formation acquired during the course and the aspects that act upon the practice,
in order to identify the influences those experiences exert on the construction of professional identity (PIMENTA, 2004) and formative processes (ANTUNES, 2001). The methodology employed is characterized by a qualitative approach, by Bodgan; Biklen (1994), based on semi-structured interviews and autobiographical reports with the collaboration of three training students from Pedagogy course Initial Series.
The results accomplished are related to the dimension of the instituted imaginary, represented by bad school memories and frustrations lived in school. The imaginary takes the instituintive dimension when the collaborators manage to reflect about these negative images, based on the presence of teachers who manifested interest and offered support during their educative trajectories. In relation to the construction of the professional identity, the collaborators entered the Pedagogy course without having any identification with it, what constitutes the dimension of the instituted imaginary. However, their involvement in research projects and the experiences lived during curricular training time helped the collaborators to feel more identified and
satisfied with the course. In relation to the formative processes, the data gathered with the collaborators demonstrate that the instituted dimension is represented by the myth of the pratic. Even recognizing that the formative processes are the key to the construction of a qualified professional and that the experiences established during
graduation were positive and meaningful, they still value with more emphasis the experiences constructed via participation in projects developed in the educative community and in the contact with reality during training time inside Pedagogy
course. The instituintive imaginary, related to formative processes, is represented in the personal search and effort and in the wish to go beyond what is offered in the
university, thus understanding formation as a initial sage to the construction of professional identity, reflected in the way of practicing the profession / Essa pesquisa investigou como foram construídas as experiências vivenciadas no estágio curricular do curso de Pedagogia - Séries Iniciais e Habilitação em matérias
pedagógicas do 2º Grau. Segundo Antunes (2001), essa fase compõe uma das mais desafiantes da trajetória docente e é marcada por angústias e inquietações. A pesquisa teve como objetivos principais investigar as significações construídas
acerca das perspectivas do curso, das experiências vivenciadas no estágio e da relação estabelecida entre a formação adquirida durante o curso e os aspectos que
permeiam as práticas, procurando identificar as influências que essas experiências exercem sobre a construção da identidade profissional (PIMENTA, 2004) e os processos formativos (ANTUNES, 2001). A metodologia utilizada caracterizou-se por uma abordagem qualitativa pautada nas reflexões propostas por Bogdan; Biklen (1994), baseada em entrevistas semi-estruturadas e relatos autobiográficos com a
colaboração de três estagiárias do curso de Pedagogia Séries Iniciais. Os resultados alcançados dizem respeito à dimensão do imaginário instituído, representado pelas más lembranças escolares, marcadas frustrações vivenciadas na escola. O
imaginário assume a dimensão instituinte quando as colaboradoras conseguem refletir sobre essas imagens negativas através da presença de professores que
manifestaram interesse e ofereceram apoio durante suas trajetórias educativas. Em relação à construção da identidade profissional, as colaboradoras ingressaram no curso de Pedagogia sem estarem identificadas com o mesmo, aspecto que constitui a dimensão do imaginário instituído. Contudo, o envolvimento em projetos de pesquisa e as experiências vivenciadas no período de estágio curricular contribuíram
para que as colaboradoras se sentissem mais identificadas e realizadas com o curso. No que se refere aos processos formativos, as informações coletadas com as colaboradoras demonstram que a dimensão instituída é representada pelo mito da prática. Mesmo considerando que os processos formativos são a chave da construção de um profissional de qualidade e que as experiências estabelecidas no período de graduação foram positivas e significativas, ainda valorizam com maior ênfase as experiências construídas com a participação em projetos desenvolvidos na comunidade educativa e no contato com a realidade durante o estágio do curso de Pedagogia. O imaginário instituinte, que se refere aos processos formativos, está representado no empenho, na busca pessoal e no desejo de ir além do que é oferecido na universidade, percebendo a formação como uma porta inicial para a construção da identidade profissional, refletida na maneira de praticar a profissão
|
7 |
Identidade do professor de educação física: um estudo sobre os saberes docentes e a prática pedagógicaBenites, Larissa Cerignoni [UNESP] 19 April 2007 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:28:00Z (GMT). No. of bitstreams: 0
Previous issue date: 2007-04-19Bitstream added on 2014-06-13T20:17:40Z : No. of bitstreams: 1
benites_lc_me_rcla.pdf: 1110841 bytes, checksum: 512e49300cd57da4cc4f1cffd1187500 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria de Estado de Educação / Esta pesquisa se insere nos estudos que abordam o tema formação de professores, saberes docentes, prática pedagógica e identidade do professor. Entre os objetivos relacionados buscou-se averiguar os saberes docentes e a prática pedagógica na proposta do curso de Licenciatura em Educação Física da Unesp/ Rio Claro; apontar os elementos constitutivos da identidade do professor; e identificar no exercício da profissionalidade docente habitus dos professores universitários. Trata-se, portanto, de uma pesquisa qualitativa, estudo de caso, que utilizou como técnica para a coleta de dados: fonte documental, entrevista e observação. Os dados foram apresentados contemplando à análise do conteúdo nas seguintes categorias; (a) Os saberes docentes e as práticas pedagógicas presentes na proposta curricular e na perspectiva docente; (b) A identidade docente; e (c) O habitus do professor universitário. Da discussão dos resultados observou-se que, dentro da proposta curricular, há um conjunto de saberes presentes, mas que, no entanto, são priorizados os de caráter conceitual/procedimental, apresentando uma fundamentação pautada no modelo da racionalidade técnica. Com relação aos saberes, de forma geral, foram visto como plurais. Porém, em alguns momentos são alguns são mais priorizados que iv outros. Com relação a prática pedagógica vislumbra-se a percepção desta em diversos momentos: ora relacionados ao conhecimento da disciplina e a forma de se ensinar, e ora ao universo do aluno e a sua intencionalidade. Este encaminhamento direciona para a compreensão de uma identidade que abarca a compreensão da docência como um dom, vocação, até a dimensão atitudinal, fazendo jus a composição de uma identidade historicamente construída e modificada pelos saberes, pela ação do exercício profissional, pelo contexto, pela formação, entre outros... / This research deals with teachers formation, professors knowledge, pedagogical pratical and teaching identity. Between the related objectives will search to inquire the constitution of the professor knowledge and of the pedagogical practical in the proposal of professor formation of the Degree in Physical Education Course of the Unesp/Rio Claro; to point the constituent elements of the professor identity; and to recognize in the teaching exercise habitus of the professors. It is treated, therefore, of one searches qualitative, case study, that it used as technique for the data collection: documentary source, interview and participant comment. The data presented contemplating the content analysis in the following categories; (a) professors knowledge and pedagogical practical presents in the curricular proposal and teaching perspective; (b) teaching identity; and (c) professor habitus. In the discussion of the results was observed that inside of the proposal curricular have a set of the knowledge, however they are prioritized of conceptual / procedures character, presenting a recital in the model of the technique rationality. The knowledge was understood with plural. Though, in some moments are prioritized someone in detriment of others. With regard to pedagogical practical is glimpsed perception of this at diverse moments: related with the disciplines knowledge and the teaching form, and with students universe and its scienter. This guiding directs to understand of the professors as a vocation, until the atitudinal dimension, 181 relationship the composition of an historical identity constructed and modified by knowledge professor, action of the professional exercise, context and formation, among others. However, it perceives, also, that the professor identity, with relation to superior education needs to be explored. Inside of this context habitus created in the university... (Complete abstract click electronic access below)
|
8 |
Percursos de construção da identidade profissional do bom professor universitárioGÓIS, Mariana Monteiro de Macêdo 16 September 2016 (has links)
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-10-30T13:37:57Z
No. of bitstreams: 2
license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5)
mariana Dissertação.pdf: 1265773 bytes, checksum: f4ad64923f61fe79191161e6ec6988cf (MD5) / Made available in DSpace on 2017-10-30T13:37:57Z (GMT). No. of bitstreams: 2
license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5)
mariana Dissertação.pdf: 1265773 bytes, checksum: f4ad64923f61fe79191161e6ec6988cf (MD5)
Previous issue date: 2016-12-02 / A presente pesquisa teve como objetivo geral compreender os elementos constituintes
do processo de construção da identidade profissional docente do “bom professor”
universitário. Os objetivos específicos foram os seguintes: identificar os docentes
universitários considerados “bons professores” a partir do olhar dos estudantes;
apreender como o “bom professor” universitário entende a docência universitária;
identificar elementos individuais e contextuais que contribuem para a construção da
identidade profissional do “bom professor” universitário. O referencial teórico deste
estudo está fundamentado em autores da área de Docência Universitária (NÓVOA,
1998; ANASTASIOU E PIMENTA, 2002); Identidade e Identidade Profissional
Docente (HALL, 2011; DUBAR, 2006; DUBAR, 1997); Bom Professor (NÓVOA,
2009; CUNHA, 2013; RIOS, 2002), entre outros. Optou-se por uma abordagem
metodológica de natureza qualitativa por entender-se que, a partir dela, os dados
poderiam ser analisados com profundidade e não apenas quantificados. A Universidade
Federal de Pernambuco constituiu-se como lócus da investigação, especificamente os
cursos de Pedagogia (Centro de Educação); Psicologia (Centro de Filosofia e Ciências
Humanas); Arquitetura e Urbanismo (Centro de Artes e Comunicação), Ciências
Contábeis (Centro de Ciências Sociais Aplicadas); Engenharia Civil (Centro de
Tecnologia e Geociências). Os sujeitos da pesquisa foram 30 (trinta) estudantes
universitários e 9 (nove) professores universitários. A pesquisa constituiu-se de duas
etapas, em que foram utilizados dois instrumentos de coleta: na primeira etapa,
procedeu-se à aplicação de questionário com os estudantes; na segunda, foram
realizadas as entrevistas semiestruturadas com os 9 (nove) professores universitários
selecionados a partir de uma pré-análise dos questionários. Os dados provenientes dos
questionários e entrevistas semiestruturadas foram tratados com base na técnica de
Análise de Conteúdo (BARDIN, 2009). Os resultados permitiram identificar elementos
que contribuem para o processo de construção da identidade profissional do “bom
professor” universitário. Em relação a essa identidade vista a partir do olhar dos
estudantes, verificou-se que, dentre os elementos identitários, destacaram-se os
seguintes: negocia os processos avaliativos, apresenta experiências práticas do cotidiano
da profissão, tem boa didática, tem bom relacionamento com os estudantes. Quanto à
compreensão do “bom professor” universitário sobre docência universitária, os dados
revelaram que os elementos constituintes do processo de construção da identidade
profissional desses professores envolvem o sentimento de responsabilidade pela
formação de futuros profissionais, o exemplo de algum professor que norteou a
trajetória acadêmica desses docentes e os desafios e dificuldades que marcam a prática
docente universitária. Esta pesquisa ainda apresentou os elementos individuais que
participam do dinâmico processo de construção da identidade profissional do “bom
professor” universitário, a saber: a satisfação e a realização em ser professor
universitário, e a percepção do professor universitário a respeito da imagem que seus
alunos possuem dele. Por fim, percebeu-se que os elementos constitutivos do “processo
de construção da identidade profissional do bom professor universitário”, que
apresentam uma ordem contextual, são mobilizados no ambiente de trabalho, a partir
das expectativas desenvolvidas pelos estudantes. / This research aimed to understand elements that contribute to the teacher‟s professional
identity process regarding the “good university teacher”. The specific objectives
focused on identifying professors considered “good” from the students‟ point of view;
to learn how the “good professor” understands the university teaching activity; to
identify individual and contextual elements that contribute to the construction of this
“good university teacher” professional identity. The reference is based on University
Teaching authors (NÓVOA, 1998; ANASTASIOU E PIMENTA, 2002); Identity and
professional Teaching Identity theorists ((HALL, 2011; DUBAR, 2006; DUBAR,
1997); “Good Teacher” researchers ((NÓVOA, 2009; CUNHA, 2013; RIOS, 2002)
among others. A qualitative approach was chosen since it allows a deeper analysis that
does not focus only on quantity and numbers. Federal University of Pernambuco was
the locus of the investigation from which the pedagogy (Education Center); psychology
(Human Science and Philosophy Center); Architecture and Urbanism (Arts and
Communication Center); and Accounting Sciences (Technology and Geoscience
Center) courses have participated. Thirty (30) university students and nine (9)
professors participated in the research and it consisted of two stages, in which two
different methods of data acquisition were explored: on the first step, a questionnaire
was applied to the students; on the second part semi structured interviews were
performed with nine (9) university teachers selected from a pre-analysis of the
questionnaires. The data resulting from the semi structured interviews and
questionnaires were processed based on the content analysis (BARDIN, 2009). The
results allowed the identification of elements that contribute to the process of
professional identity construction of the “good university teacher”. As for the relation of
the “good professor” from the student‟s point of view, the identity elements, among the
ones that stand out: it negotiates evaluation processes, it searches physical practices in
the daily practice of the profession, it has a good didactic because it tries to keep “a
good relationship” with the students. As for the comprehension of “the good professor”
about university teaching, the data has revealed that the elements that participate in the
process of professional identity construction involve the feeling of responsibility for the
training of future professionals and difficulty that impact on the university teaching
practice. The research still presented the individual elements that participated on the
dynamic process of professional identity construction of the “good university teacher”.
Realization and the satisfying way of being a professor. As well as the perception of the
university teacher regarding his students‟ opinions about him/her. To sum up, the
components of the “process of professional identity construction of the good university
teacher” that present a contextual order are mobilized by the work environment or
context through the expectations developed by the students.
|
9 |
Marcas da identidade docente: vivÃncia, formaÃÃo e profissÃo / Marks of the teaching identity: experience, formation and professionFabrÃcio de Sousa Sampaio 30 August 2010 (has links)
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A investigaÃÃo que se segue objetiva analisar as marcas determinantes no
processo de formaÃÃo e desenvolvimento da identidade docente, marcas essas
que constituem os elementos do fogo cruzado inviabilizador da aÃÃo docente emancipatÃria. As metÃforas utilizadas - fogo cruzado e marcas â referem-se aos efeitos, aprendizagens, sinais e impressÃes sentidas pelo
docente no percurso de sua vida pessoal e profissional que acabam por impedir a formaÃÃo da identidade docente emancipatÃria. Utilizou-se a metodologia do estudo de caso do tipo etnogrÃfico tendo os Estudos Culturais como lente para enxergar a identidade-na-cultura. AlÃm das
entrevistas abertas e semi-estruturadas, fragmentos de histÃrias de vida e diÃlogos informais, foi realizada a observaÃÃo participante para
compreender as motivaÃÃes, conflitos, perspectivas, aceitaÃÃes e sentidos dos docentes acerca dos seus processos de construÃÃo identitÃria. O olhar
teÃrico sobre a identidade humana baseou-se fundamentalmente nos
trabalhos de Bauman (1998, 2005, 2007), Woodward (2008), Hall (2006) e
Ciampa (2008). Na elucidaÃÃo do contexto cultural, foram utilizados os
teÃricos Gentili (2008), Torres (2008), SuÃrez (2008) e Bauman. A Escola
Estadual de Ensino Profissionalizante Dom Walfrido Teixeira Vieira foi o
campo de pesquisa escolhido por ser a primeira escola profissionalizante
na cidade de Sobral e por deter, frente à comunidade sobralense, uma
excelente imagem no tocante à efetivaÃÃo do processo ensino-aprendizagem
de qualidade. Os sujeitos da pesquisa foram dezesseis professores dos
quais seis participaram das entrevistas. Os locais de observaÃÃo foram os
planejamentos mensais, intervalos para o lanche, encontros de Ãrea e de
formaÃÃo continuada na 6Â CREDE (Coordenadoria Regional de Desenvolvimento da EducaÃÃo). Concluiu-se que a identidade docente dos professores estudados
permanece em crise e uma saÃda ou atitude que se nos apresenta à a identidadedemito â reposiÃÃo da identidade da mesmice ou a identidade de palimpsesto - predisposta a ser reescrita ou readaptada ao calor das exigÃncias do meio cultural, numa reaÃÃo à impossibilidade de concretizaÃÃo das identidades de preferÃncia. / The research aims to analyze the marks that determine the formation and development of teacher identity. These marks constitute the elements of the crossfire which blocks an emancipatory teaching action. The metaphors
used - crossfire and marks - refer to effects, learning, signs and
impressions experienced by teachers in the course of their personal and
professional life that eventually prevent the formation of an emancipatory
identity. We used the methodology of ethnographic case study and the
Cultural Studies were taken as a lens to see the identity-in-culture. Besides the open and semi-structured interviews, fragments of life stories
and informal conversations, a participant observation was conducted to
understand the motivations, conflicts, perspectives, acceptances and
directions of teachers about their identity construction processes. The
look on human identity theory was based primarily on the works of Bauman
(1998, 2005, 2007), Woodward (2008), Hall (2006) and Ciampa (2008). To
explain the cultural context of human identification, we used Gentili
(2008), Torres (2008), Suarez (2008) and Bauman. The State School of
Vocational Education Dom Walfrido Teixeira Vieira was chosen as the
research field because it is the first professional school in the city of
Sobral and because it has an excellent image in the eyes of the sobralense
for its teaching-learning effectiveness. The research subjects were
sixteen teachers of whom six participated in the interviews. The loci of
observation were the monthly planning sessions, lunch intervals, area and
continuing education meetings in the 6th CREDE (Regional Centre for
Educational Development). It was concluded that the identity of the
teachers who participated in the study remains in crisis and the way out
or attitude that is left for teachers is the myth-identity or the identity
of palimpsest, a reaction to the impossibility of achieving the identities
of their preference.
|
10 |
Memória e Narrativas surdas: o que sinalizam as professoras sobre sua formação? / Memory and Deaf Narratives: what do the teachers sign about their formation?SILVA, Bianca Gonçalves da 23 March 2012 (has links)
Made available in DSpace on 2014-08-20T13:47:52Z (GMT). No. of bitstreams: 1
Bianca Goncalves da Silva_Dissertacao.pdf: 1897748 bytes, checksum: d1861496665eedd4d6a96b63cf5ee930 (MD5)
Previous issue date: 2012-03-23 / This Master s degree dissertation intends to contribute to the debate around deaf people education, based on the process of deaf teachers formation, taking into account their formation history. The research aims to understand the constitution of the deaf teachers identity, more specifically, to analyze, through the narratives, the constituent processes experienced throughout their lives which have enabled the construction of a teaching identity. The data collected in this research was searched through the contribution of three deaf teachers, using autobiographical narratives of their life and teaching formation history. Thus, this research was created and analyzed dialoging with authors who deepen in the deaf related studies, involving the Deaf Studies and their dialogues with the Cultural Studies, also, authors who work with the (auto) biographical method and formation, tying to life narratives. In the data collection, it was developed a strategic methodology aiming to achieve the main goals of the research. Three semi-structured group meetings were organized, recorded and in Brazilian Sign Language. With the teachers reports about their life histories some themes could be highlited: oralism, the visual experience as a deaf cultural marker, literacy, child literature, deaf literature, among other issues that were shown in the narratives. When analyzed, they pointed to a possible constitution of teaching identities based on their experiences. It was also possible to find that, as culture is produced, so is identity, in other words, from the teachers reports, which showed their experiences, emphasized such issues, showed a commitment to teaching according to their deaf students needs, creating a pedagogy of the deaf. / Esta dissertação de Mestrado pretende contribuir para as discussões da educação de surdos, com base nos processos de formação de professoras surdas, abordando as Histórias de formação. Os objetivos da pesquisa consistem em compreender a constituição da identidade de professoras surdas e os aspectos de formação, mais especificamente analisar, a partir das narrativas, os processos formadores vivenciados ao longo de suas vidas que proporcionam a construção de uma identidade docente. Os dados dessa pesquisa foram buscados mediante a contribuição de três professoras surdas através de narrativas autobiográficas das Histórias de vida e formação docente. Assim, esse trabalho foi produzido e analisado, dialogando com autores que se aprofundam nos estudos relacionados à surdez, envolvendo os Estudos Surdos e suas interlocuções com os Estudos Culturais, como também autores que trabalham com o método (auto)biográfico e a formação, atrelado às narrativas de vida. Na coleta dos dados, desenvolve-se uma metodologia estratégica a fim de contemplar os objetivos centrais estipulados para a pesquisa. Foram organizados três encontros semi-estruturados, em grupo, filmados e realizados em Língua Brasileira de Sinais. Os encontros aconteceram através de uma metodologia estratégica contemplando as narrativas e tentando, contudo, estabelecer um clima informal, que deixasse à vontade as informantes. Com os relatos das professoras sobre suas Histórias de vida foram privilegiados alguns temas: oralização, a experiência visual como marcador cultural surdo, o letramento, a literatura infantil, a literatura surda, entre outras questões que apareceram nas narrativas e ao serem analisadas, apontaram para uma possível constituição das identidades docentes com base nas experiências vividas.Também foi possível constatar que na medida em que se produz cultura, também se produz identidade, ou seja, a partir dos relatos das professoras, que ao dizerem sobre suas experiências de vida, enfatizaram essas questões e apontaram para um comprometimento com o fazer pedagógico que atendesse as necessidades de aprendizagem de seus alunos surdos, constituindo uma Pedagogia surda.
|
Page generated in 0.1068 seconds