Building teacher professional identity strategies: discourse analysis of Teacher Training Course student's textual narratives (São Paulo/Brazil)

• Luciana Maria Viviani ^[1] ; Verónica Marcela Guridi ^[1] ; Elen Faht ^[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. 237-245
• Idioma: inglés
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• Resumen

  • This work aims to carry out a reflection about teacher professional identity (re)building processes taking place during a Teacher Training Course. We collected student discursive narratives in three moments: at the beginning of the course, at the beginning of their internship in a school, and at the close of the internship. We collected and analyzed 100 written narratives by means of an open questionnaire, containing the question: “Over the years, have you changed what you think about being a teacher? Why?”. The study carried out statement descriptions and discourse control following a Foucault-based discourse analysis. Our goal was to analyze if and how the students’ trajectories changed their professional identities. Most answers admit changes in the students’ perception of the significance of being a teacher, from a negative perception to a positive one, throughout the course. Moreover, our analysis pointed at the production of identity formation strategies by the students: they seek a balance between internal and external transactions, including the university, in order to support and to legitimize their choice of becoming teachers. We also identified some differences among students at the beginning of the course and those starting or having concluded their internships: the latter showed greater complexity in teacher professional representations. This may indicate that teacher professional identity discourses are (re)built from social interactions experienced during the course, especially during classes associated with education and internship guidance.