O processo de construção da identidade profissional docente dos formadores de professores de química

• Ano de defesa: 2021
• Autor(a) principal: Bertolin, Renan Vilela
• Orientador(a): Furlan, Elaine Gomes Matheus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Araras
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-Ar
• Palavras-chave em Português: Identidade profissional docente; Formadores de professores; Docência no ensino superior; Ensino de química; Teacher professional identity; Enseigner dans l'enseignement supérieur; Enseignement de la chimie
• Palavras-chave em Inglês: Teacher educators; Teaching in higher education; Chemistry teaching
• Palavras-chave em Espanhol: Identidad profesional docente; Formadores de profesores; La enseñanza en la educación superior; Enseñanza de la química
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/14760

The training of teachers for the exercise of teaching in Basic Education has been extensively researched and discussed in several contexts. In contrast, the research on teaching training for Higher Education context, especially on the formative trajectory and the performance of professionals, is scarce. In the Higher Education context, research about teacher educators, especially on their professional teaching identity, are rare, whether in the fields of Teacher Education, Education, Science Education, or Chemistry Teaching. Considering the importance of teacher educators, I aim to identify and understand the construction of the professional teaching identity of teacher educators of the undergraduate Chemistry course offered at the Araras campus of the Federal University of São Carlos (UFSCar). In this sense, I sought to answer the question: how does the process of construction of the professional teaching identity of the teacher educators working in an undergraduate course in Chemistry occur? The qualitative research approach dialogued and was supported by the adopted theoretical foundations regarding the training of chemistry teachers, professional and social identity, especially Dubar (2020), of teacher educators such as Vaillant (2003), and in theoretical and methodological assumptions of narrative research, especially Clandinin and Connelly (2015). The methodological steps included a mapping of the teachers working at the Center of Agricultural Sciences (CCA) of UFSCar Araras who worked and/or work in the Chemistry undergraduate course from 2009 to 2019, followed by a semi-structured interview, conducted in the relying upon the mentioned references, among others. I interviewed twelve teacher educators who agreed to participate in the research. I analyzed the interviews contrasting it with the analytical categories of identity proposed by Dubar (2020) through Discourse Analysis. I arranged the narratives into three main axes and their unfolding’s: i) characterization, which presents a personal and professional profile of the teacher trainers; ii) trajectories, which presents elements of personal and professional trajectory; iii) performance, which presents the processes of socialization at the university, the conceptions of the teacher trainers and the actions they develop at the university and in the training of future teachers of chemistry. The results point out that the professional teaching identity of teacher educators is constructed through relational and biographical processes and influenced by the various spaces, places, experiences, and relationships experienced by the teacher educators throughout their trajectories, and also allows us to think about the characteristic axes for thinking about the professional teaching identity of the teacher educators of chemistry teachers with centrality in learning, in its multiple dimensions.