REFLECTIONS ABOUT THE IDENTITY DIMENSION OF TEACHERS' KNOWLEDGE: THE WAYS OF BEING A TEACHER AND THE CONCEPTIONS ABOUT CONTINUED EDUCATION
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2021v30n3.59484Keywords:
Teacher knowledges. Identity dimension. Teacher education.Abstract
The present article is part of a research of the Master's in Education, in the research line "Formation, Language, Memory and Subjectivation Processes" and its objective was to investigate the identity dimension of the teachers' knowledge, emphasizing the ways of being a teacher and the conceptions of these professionals about continued education. This is a qualitative research that investigated 06 teachers working in the Pedagogy programs of a public University in the Southwest of Bahia. The semi-structured interview was the data collection instrument used and, and, for the treatment of the data was used the Content Analysis proposed by Bardin (2011). The results of the research showed that the ways of being a teacher are part of a construction process that results from the practices developed during the trajectory as teachers, since it involves learning related to the acquisition of practical knowledge that comes from the experiences. The analysis of the data also allowed us to ratify that teachers' knowledge is acquired, mobilized, and built during their personal and professional trajectories, and that it is fundamental to sustain teachers' practices.
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