Building teacher professional identities: required knowledge according to Teacher Training Course student narratives (São Paulo/Brazil)

• Celi Rodrigues Chaves Dominguez ^[1] ; Valéria Cazetta ^[1] ; Luciana Maria Viviani ^[1] ; Josely Cubero ^[1] ; Fabiana Curtopassi Pioker-Hara ^[1]
  1. [1] Universidade de São Paulo

     Universidade de São Paulo

     Brasil

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 983-991
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The formation process of teacher professional identities is continuous and occurs at both individual and collective levels, since interpersonal and institutional relationships may influence that process. Internships are the main instrument for teachers-in-training to secure a temporary placement in a school and participate in its daily routine. Such placement enables those students to get to know teaching work as different from what they knew as elementary pupils. They also come to realize the range of knowledge required of teachers – both theoretical knowledge and that which they use in their professional activities. Therefore, internships may deeply influence the formation of the students’ teacher professional identity. To investigate how this influence is exerted, we analyzed short-movies produced and edited by Science Teacher Course students during their internships in elementary schools. We aimed to identify what teacher knowledges were explicit when they chose to feature Science teachers in the movies, in interviews and in takes from Science classes. Our partial results indicate that students mention different types of knowledge, from specific Science concepts to teacher strategies, class control, class motivation and discussion about controversial themes such as gender and environment. We conclude that students think Science teachers need to appropriate not only specific knowledge from Science, but also the necessary and broader teaching knowledge, in order to maintain class control and dynamics. Moreover, the short-movies also contain much criticism of the current school model, whose organization, they claim, contains control mechanisms that de-characterize schools as places for building knowledge.