Este trabalho visa entender como se configura a identidade profissional docente durante a formação inicial, especificamente a identidade dos docentes formados no curso de pedagogia da Universidade de São Paulo. Ao realizar uma pesquisa com estudantes de pedagogia, buscamos conhecer melhor sua realidade e analisar como, durante a formação profissional inicial, ocorre o início da formação de uma identidade profissional e como esse processo se relaciona com as transformações educacionais (leis, projetos, papel atribuído e imag`em associada ao professor) presentes em diferentes momentos da história brasileira. Por meio de uma revisão bibliográfica e histórica foi possível compreender de que forma ocorreram mudanças estruturais nesta área e como a identidade docente modificou-se a partir delas. Realizamos também uma revisão do conceito de identidade a partir de diferentes perspectivas e adotamos neste trabalho a abordagem da psicologia sócio-histórica como fundamentação teórica. Além disso, foram realizadas entrevistas e questionários com estudantes do curso de pedagogia. Os dados obtidos a partir desses instrumentos são analisados a partir de dois conceitos principais: o conceito de vozes, de Bakhtin (1997, 1998), e o de gênero, de Clot(2007). Utilizamos a ideia de papéis docentes como referência a representações sociais históricas sobre a profissão docente e o trabalho de Campos (2004) sobre formação por competências, é utilizado para a apresentação de um novo tipo de professor ideal o professor polivalente ideia presente no discurso dos estudantes entrevistados. Assim, pudemos identificar aspectos presentes no curso de graduação em pedagogia da Universidade de São Paulo que contribuem para a constituição de uma identidade profissional docente em seus alunos. As análises dos dados elucidaram uma função primordial das instituições universitárias: a aproximação dos estudantes com o gênero docente, processo que ocorre durante o curso de graduação, constitui a identidade universitária desses sujeitos e continua a acompanhá-los em sua atividade profissional. / This work seek to understand how teachers professional identity is developed during undergraduate courses. Researching students of Pedagogy course at São Paulo University , we intent to know their reality and understand how, during their initial teaching education, the begining of a professional identity is developed and how that process is related to educational legal changes, teachers representation and professionality. It presents a theoretical discussion on the concept of identity , and we adopt, in this work, the social historical approach. The investigation includes an empirical study and bibliographical review. The data of enterviews and surveys are analysed based on two concepts: voices, by Bakhtin (1997, 1998), and professional framework (genre), by Clot (2007). The idea of teachers roles refers to social and historical representations about teaching and the paper of Campos (2004) about the concept of competences on teachers education presents a new ideal role: the polyvalente teacher. In conclusion, this work identify the main function of university on teachers professional education: the students access to professional framework (genre), witch is an essencial aspect of the constitution of students identity and remain in teachers professional identity.

Investigating the teacher education phenomenon of mathematics teacher education through the perspectives of teacher educators was aimed in this study. It was designed to understand the problems and the needs of teacher education in Turkey, to conceive the imperatives of the reforms mathematics teacher education reforms, namely 1982 reform, 1998 reform, and 2006 reform, and to determine whether these reforms satisfy the existing needs in Turkey. Based on the principles of qualitative research methods, documents of mathematics teacher education programs were investigated after the date when teacher education has been replaced under universities. As a second data collection tool, interviews with past and present deans of the education faculties, department chairs of mathematics education departments, and the academic staff were conducted. The data collected were analyzed through qualitative data analysis methods and the meanings and importance of the imperatives, processes, and consequences of the reforms were explored as well as the problems and the needs of teacher education in Turkey and solutions for them were investigated. The findings of this study showed that mathematics teacher education took a great step after establishing education faculties under universities in 1982. However, it has to be improved in order to eliminate the problems and the needs of teacher education in Turkey. It was expected to develop a source for the future teacher education reforms while paying attention to the imperatives and the consequences of educational changes in 1982, 1998 and 2006, and to be beneficial to generate a Turkish teacher education framework.

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Thesis (Ph.D.)--University of Melbourne, Faculty of Education, 2007. / Typescript. Includes bibliographical references (leaves 243-254).

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 98-100).

Thesis (PH. D.)--Columbia University, 1928. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 327. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 9.

Thesis (M.A. in education)--Washington State University, May 2010. / Title from PDF title page (viewed on June 23, 2010). "College of Education." Includes bibliographical references (p. 54-57).

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 114-118).

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 142-149).

Thesis (M.Ed.)--University of Waikato, 2006. / Includes bibliographical references (leaves 134-[138]) Also available via the World Wide Web.