Papers by Raquel A Scartezini
THE DEVELOPMENT OF UNIVERSITY TEACHERS' PROFESSIONAL IDENTITY: A DIALOGICAL STUDY The present stu... more THE DEVELOPMENT OF UNIVERSITY TEACHERS' PROFESSIONAL IDENTITY: A DIALOGICAL STUDY The present study aimed to discover whether it is possible to produce changes in teachers' professional identity based on sharing representations, between teachers and students, about what happens in class during a term at university. The teachers' professional identity is herein understood as unitary and multiple, continuous and discontinuous, individual and social, constituting a process of permanent negotiation among the distinct teachers' selfpositions at individual, social, and cultural levels. The main indicators of this identity are the representations and perceptions that the teacher possesses about his academic roles, conceptions about the meaning of teaching, learning, and evaluating his own subject, as well as the feelings related to his functions. Changes in teachers' professional identity concern fluctuations in any of these indicators. The proposal of the present work was to continue a pilot study, in which it was determined that teachers' formation based on critical incidents could be appropriate to analyze teachers' self-positions, reflect about them, and evaluate the possibility of changing them, therefore affecting teachers' professional identity. Critical incident is a situation full of tension which defies the current configuration of the self system. It is here recognized that the identity process takes place in the exchange of representations and that the student is an essential partner in reflection. The participants of this study were four university teachers and their students. Data were constructed employing electronic media. Questionnaires were created essentially using open questions. The answers to the following questions were pursued: (1) Is there any congruence between the perception of students and teachers about the atmosphere in class, the teacher-student relationship, the development of the subject, and the perception of critical incidents during class?; (2) What strategies are used by teachers to cope with situations that involve strong emotional burden?; (3) How do teachers react when they know the students' point of view about their teaching?; (4) Could the fact of knowing the students' point of view promote reconfigurations in any of the teachers' indicators of identity and change their professional identity? This study confirmed the results of the pilot study, which had indicated that the perception of critical incidents by teachers and students does not coincide. The critical incident is sensed by the one that suffers its effects emotionally. Regarding the atmosphere in class, the teacher-student relationship, and the development of the subject, it was observed that a synchronism of perceptions may exist at a very high level, depending on how the teacher relates with his role as an educator. Teachers who were not aware of what was happening around them had to cope with strong negative emotions. The method of shared reports proved to be an effective formation tool to: (1) motivate the teacher to better reflect about his action, promoting changes in it and in his managerial strategies in class; (2) destabilize the self system when the teacher does not recognize the fundamental alterity of the educational process; (3) reinforce stabilized professional identities. For further studies, in addition to a cross-sectional project, it is also necessary to implement the method herein employed using a broader sample.
Unidade de Produção e Disseminação do Conhecimento/Programa de Pós-Graduação e Pesquisa da UNTL, Apr 1, 2016
Este artigo objetiva trazer à luz diferentes abordagens sobre o constructo teórico “identidade pr... more Este artigo objetiva trazer à luz diferentes abordagens sobre o constructo teórico “identidade profissional docente” (IPD) e apontar a sua proficuidade nos programas de desenvolvimento profissional de professores do ensino superior. O trabalho apresenta inicialmente discussões sobre a questão da formação pedagógica do professor universitário nas políticas brasileiras para a pós-graduação, nos discursos das atuais reformas educativas do ensino superior assim como no âmbito acadêmico. Em seguida, apresenta diferentes perspectivas de investigação sobre a IDP e, finalmente, uma abordagem da identidade profissional docente que vem se apresentando como uma tendência no contexto mundial. A IPD é vista como um processo de negociação permanente entre as distintas posições-do-eu do professor nos níveis individual, social e cultural. A identidade do professor universitário é tecida a partir de três dimensões: representações e percepções acerca de seus papéis acadêmicos; concepções sobre o que ...
Research Papers in Education, 2016
Abstract This study investigated whether changes can occur on indicators of teachers’ professiona... more Abstract This study investigated whether changes can occur on indicators of teachers’ professional identity (TPI) when teachers and students share representations about what happens in class during an academic term. TPI is a process of constant negotiation between the different I-positions of teachers at the personal, social and cultural levels. The main indicators underlying this identity are: teachers’ representations and perceptions of their own academic roles; their concepts of what it means to teach, learn and assess the courses they teach at university; and the feelings they associate with their duties. Teachers’ education based on critical incidents could be appropriate to analyse teachers’ self-positions, reflect about them and evaluate the possibility of changing any indicators of a TPI. The participants of this study were four university teachers and their students. Data were constructed employing electronic media. Questionnaires were created essentially using open questions. The findings have indicated that the methodology of shared reports was an effective educational tool that can foster changes in teaching and classroom management strategies and has the potential to foster the development of TPI. For further studies, in addition to a longitudinal project, it is also necessary to implement the method herein employed using a broader sample.
Perspectiva
http://dx.doi.org/10.5007/2175-795X.2016v34n2p462A cooperação educacional estabelecida entre Bras... more http://dx.doi.org/10.5007/2175-795X.2016v34n2p462A cooperação educacional estabelecida entre Brasil e Timor-Leste se pauta no princípio da horizontalidade e prevê a atuação conjunta com vistas à redução das desigualdades sociais. Este princípio também pressupõe que as ações estabelecidas no âmbito da colaboração internacional sejam de caráter transitório, enfocando a solução de problemas específicos que demandam atuação conjunta. No âmbito do apoio ao Ensino Superior, as ações do Programa de Qualificação Docente e Ensino de Língua Portuguesa (PQLP) estão inseridas, principalmente, no contexto da Universidade Nacional Timor Lorosa’e (UNTL) em atividades de ensino, pesquisa e extensão. No caso específico das atividades de ensino, pressupõe-se que as aulas sejam ministradas em codocência de forma a contribuir para a formação do atual quadro docente, tanto o brasileiro quanto o timorense. Este artigo visa refletir sobre as atividades da cooperação educacional brasileira desenvolvidas no...
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Papers by Raquel A Scartezini