Quando for grande vou ser professor: a identidade docente representada por futuros professores
Nowadays, the statement of identities, as well as its discussion, crosses all cultures and all societies, and within these, the most diverse groups, including those of a professional nature, like the teachers, each one with its specificity and binding elements, but all with some common points. In th...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Editora Universitária Champagnat - PUCPRESS
2011-01-01
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| Series: | Revista Diálogo Educacional |
| Online Access: | http://www.redalyc.org/articulo.oa?id=189119299009 |
| Summary: | Nowadays, the statement of identities, as well as its discussion, crosses all cultures and all societies, and within these, the most diverse groups, including those of a professional nature, like the teachers, each one with its specificity and binding elements, but all with some common points. In this context, we present a study intending to explain and discuss the teacher identity and the interests and conditions of its exercise. This is done either theoretically, revisiting some reference literature, particularly that related to the construction and the role(s) of identity(ies), either empirically, through the analysis of the social representations of 96 undergraduate students in Teacher Training of a Portuguese University. The use of social representations as a tool for understanding the identity of teachers seems relevant, given the role they play in interpreting the work of the teacher and the configuration of this work, on the one hand, and in guiding and justifying teacher's own action, on the other hand. |
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| ISSN: | 1518-3483 1981-416X |