Auswahl der wissenschaftlichen Literatur zum Thema „Beginner teacher identity“

This research focuses on the construction of the supervising teaching practice professional identity of the cooperating teacher. To this end, it explored the discourses on the teaching practices and teacher education experiences; the legitimate participation in teacher education and working spaces; and the teaching perspectives that substantiate the pedagogical relationships and learning trajectories in the context of professional practice. A case study was conducted to examine the narratives of cooperating teachers, an experienced and a beginner on the supervisory roles and tasks of the pedagogical practice of Physical Education pre-service teachers during an academic year. Data were gathered through interviews. The qualitative inductive thematic analysis was informed by grounded theory coding procedures. Themes included: i) challenges in interacting with the pre- service teachers; and ii) challenges in the (re)configuration of the supervisory practices. The reconstruction of the cooperating teacher’s professional identity happens in the doing of their roles, the confrontation with the challenges encountered, the negotiation of interactions with the pre-service teachers, and the implementation of teaching perspectives that inform their practices and pedagogical supervision relations.

PROFESSIONAL INITIATION OF TEACHING OF EARLY CHILDHOOD EDUCATION: teaching, learning and difficultiesINICIACIÓN PROFESIONAL DEL PROFESOR DE EDUCACIÓN INFANTIL: enseñanza, aprendizaje y dificultadesRESUMOO objetivo deste estudo incidiu em identificar e analisar as dificuldades encontradas e as aprendizagens adquiridas/construídas no início da carreira de docentes da educação infantil. A pesquisa com enfoque qualitativo foi realizada no município de Itapetinga-BA, com cinco docentes iniciantes da Educação Infantil. Os resultados mostraram que o docente em início de carreira encontra inúmeras dificuldades para exercer a sua função, no entanto também alcançam inúmeras aprendizagens para a construção da sua identidade pessoal e profissional; que há diferença entre ser professor iniciante da escola pública e privada; ser professor contratado e efetivo; ser professor da educação infantil e de outros níveis ou modalidades de ensino.Palavras-chave: Início da Carreira Profissional Docente; Docência na Educação Infantil; Professor Iniciante.ABSTRACTThis study focused on identifying and analyzing the difficulties and learning acquired/constructed in the early childhood education teacher career. The qualitative research was conducted in the city of Itapetinga -BA, with five beginner teachers of early childhood education. The results showed that the teacher in the beginning of the teaching career is many difficulties to carry out their work, but also reach several learning for the construction of their personal and professional identity; there is a difference between being a beginner teacher of public and private school; teacher be hired and effective; being a professor of early childhood education and other levels or types of education. Keywords: Beginning of the Teaching Professional Career; Teaching in Early Childhood Education; Beginning Teacher.RESUMENEl objetivo de este estudio fue identificar y analizar las dificultades encontradas y los aprendizajes adquiridos/construidos al inicio de la carrera de los docentes de educación infantil. La investigación con enfoque cualitativo se llevó a cabo en el municipio de Itapetinga-BA, con cinco docentes principiantes de Educación Infantil. Los resultados mostraron que el docente al inicio de su carrera docente encuentra numerosas dificultades para ejercer su función, sin embargo también logra numerosos aprendizajes para la construcción de su identidad personal y profesional; que hay una diferencia entre ser un maestro principiante en las escuelas públicas y privadas; ser un maestro contratado y eficaz; ser docente de educación infantil y otros niveles o modalidades de educación.Palabras clave: Inicio de la Carrera Profesional Docente; Docencia en Educación Infantil; Profesor Principiante.

Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in deficit models of the prisoner as learner that impose ‘spoiled educational identities' and fail to engage prisoners as active, agentic participants in their learning. In this article, the authors draw on data produced in the qualitative phase of a year-long study across the English prison estate of Shannon Trust's prison-based reading plan, to explore alternative approaches to prison literacy education that challenge the traditions of formal education and put learner identity and aspiration at the heart of the beginner reader learning process. The qualitative phase of the project involved twelve focus groups across eight prison settings and included 20 learner, and 37 mentor participants engaged in the Shannon Trust peer-reading programme. The authors listen closely to the voices of learners and mentors describing their experiences of peer to peer learning and plug in Anita Wilson's concepts of educentricity and third space literacies to read participants' experiences of formal and informal literacy education. They make use of this analysis to identify and describe a ‘grounded pedagogy' approach that pays attention to learning as social practice and enables prisoners to re-imagine themselves both as learners and social actors and to begin to connect their learning to self-directed desistence identity building. The authors conclude with a consideration of the implications of this work for prison literacy teaching and the potential role of grounded pedagogy ideas in the development of more provocative approaches to prison teacher education.

This article presents an analysis of the teaching career beginning in Basic Education using the beginning teacher as a reference. The study is based on the theoretical discussions of Gonçalves (2000), Huberman (2000), Guarnieri (2005), Tardif (2008), Darling-Hammond (2014), among others. For methodological development, we used qualitative research (BRASILEIRO, 2013), type case study (MEKSENAS, 2011) with input in ethnomethodology (COULON, 1995). The research was carried out in a public school and had as participants a teacher whose teaching time is less than two years, a principal and a pedagogical coordinator. The data collection techniques were observation, questionnaire, interview and field diary. Data analysis was performed based on Bardin (1977), and interpretation in accordance with Hermeneutics-Dialectics also discussed through Minayo's reflections (1998). The results indicate elements that facilitate the beginning of the teaching profession, such as commitment, respect, profile, self-confidence, among other principles. They also point out difficult elements, such as shyness and practical fragility. They also show the different challenges encountered by the teacher, especially the process of overcoming the dichotomy between training (theory) and professional practice. In general, the research findings show that the entry of the beginner teacher into the school results from a university education based on teaching and research. And, that the beginning of the teaching career explains a context of learning knowledge, characterized by the availability and proactivity inherent in pedagogical work, by the experiences of social relations between students and school professionals that converge to the construction of the teaching professional identity. Therefore, the study expands the reflection on the teaching profession from the perspective of the beginning teacher collaborating to expand this field of knowledge.

Purpose The purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers’ learning about learning study. Design/methodology/approach A phenomenographic study based on semi-structured interviews with 18 beginner teachers of business and economics in England taking part in a learning study during their initial teacher education. Findings The study identified five conceptions of learning study and five associated critical aspects. Results raise questions about the relationship between the process and instructional design elements of learning study. Originality/value The study offers a framework for exploring differences in the quality of learning studies and the relationship between teacher conceptions of learning study and the degree of conceptual change in students in a learning study. It also enables facilitator/researchers to design and manage interventions to develop teacher understanding of learning study that are consistent with the principles of PVT.

Living in the digital era and in a society that recognises the importance of technology, Information and Communications Technology (ICT) plays a major role in almost every point of life and particularly in education. Teachers play a major role in the teaching and learning of foreign languages. Mobile applications open new opportunities for learning how to read and speak different languages. One such mobile application that is used in education to facilitate learning of new language is the mobile translator. Although, there are numerous language translator applications that are freely available online, most of them have different shortcomings. This study focused on filling the gap of different shortcomings presented by different translator applications and specifically cater the mobile application for the FNCC curriculum. The main objective of this study was to design and develop a mobile translator application to facilitate the effective teaching of beginner level French for children at FNCC. Interviews were carried out as a data collection method to identify the requirements for the mobile translator application. The French teachers at the FNCC (Franco Namibia Cultural Centre) served as a sample group. Purposive sampling method was used to identify the participants and two teachers were selected. The application was developed following the incremental process model, an android mobile application was designed and developed, the application was evaluated using the PACMAD usability model, the incremental testing were adopted. The findings of the research show that there are different teaching strategies used in teaching and learning of French. Features were incorporated on the mobile application that are believed to enhance teaching and learning of French at beginner level. The PACMAD usability model determined what other French applications (which were purposively selected) lack and a comparison was carried out between the selected applications. The results of the comparison determined what should be included in the French mobile application for beginner level for children at the FNCC.

ABSTRACTThe research presented here is an examination of how child language novices (zero beginners) develop interactional competences and repertoires in a Swedish as a second language classroom. Two 7-year-old girls’ learning trajectories are the focus in a yearlong study of their second language (L2) development. The girls’ transition from highly repetitious and formulaic production to formally and semantically more diverse discourse is documented, along with a broadening of the girls’ classroom interactional repertoires. They initiated and took part in interactions with teachers and peers and participated in a growing range of classroom discursive activities. The longitudinal analysis also documents the differences in their two learning trajectories, particularly in terms of their L2 resources and pragmatic skills, as well as their identities as successful or unsuccessful language learners (as ascribed to them by the teachers). The study illustrates an intricate and synergistic, rather than unidirectional, relationship between these two child novice learners’ competences, L2 features, and identities.

This article presents the findings of an exploratory-descriptive study, with a quantitative-qualitative approach, whose objective was to identify and describe the problems faced by beginner teachers who participated in a teaching induction program (INDUCTIO) in the Dominican Republic. Two ad hoc questionnaires were designed and applied to 363 beginning teachers and 45 mentors respectively. Likewise, two focus groups were developed, one with twelve beginning teachers and the other with ten mentors. The findings reflect that management of discipline issues, motivation and the response to students´ individual differences are the problems most faced by beginning teachers. The perception of these problems meaningfully improves after remaining in the program for five months. Furthermore, significant differences are detected regarding the problems identified at the beginning of the program by both novice teachers and mentors. Similarly, significant differences were observed in relation to the problems that the two groups refer to have overcome.

Objetivo: Essa pesquisa teve como objetivo identificar e compreender as redes de interações dos professores de Educação Física iniciantes na carreira, no processo de socialização docente. Métodos: Para isso, foi realizado uma etnografia em duas escolas da Rede Municipal de Ensino de Porto Alegre (RS). Durante o trabalho de campo, que durou seis meses, foram acompanhados dois professores, um de cada escola. Os instrumentos utilizados para obtenção das informações foram diários de campo, observações e entrevistas. O material construído no campo foi compilado e organizado em pastas, após a leitura foram elencadas unidades de significados que nos auxiliaram na construção de categorias de análises. Resultados e conclusão: Compreendemos que as redes de interações são construídas para a socialização dos professores iniciantes nas escolas. A secretaria municipal de educação, a cultura escolar e os pares socializadores são os elementos que tecem os fios da socialização docente dos professores iniciante e são responsáveis, na maioria das vezes, pela permanência e envolvimento destes na cultura escolar.ABSTRACT. The networks of interactions of teachers of physical education beginners in the teaching career: weaving threads of socialization. Objective: Identify and understand the networks of interactions of Physical Education teachers beginning in the career, in the process of teacher socialization. Methods: For this purpose, an ethnography was carried out in two schools of the Municipal Education Network of Porto Alegre (RS). During the fieldwork that lasted six months, were accompanied two teachers, one from each school. The instruments used to obtain the information were field diaries, observations and interviews. The material built in the field was compiled and organized and folders, after reading were listed units of meanings that helped us in the construction of categories of analysis. Results and conclusion: We understand that interaction networks are built for the socialization of beginning teachers in schools. The municipal secretariat of education, school culture and socializing peers are the elements that weave the threads of teacher socialization of beginning teachers and are responsible, for the most part, for their permanence and involvement in school culture.

This study asked the question of how I constructed my beginner teacher identity as a female Mathematics teacher and why my journey unfolded in the way it did. With regards to beginner teacher identities I used work from Morrison (2013), Pennington & Richards (2015), Ballentyne & Grootenboer (2012) and Beijaard, Meijer & Verloop (2004). For work on the beginner female STEM teachers, I used authors including Spangenberg & Myburgh (2017), Else-Quest et al. (2013), Stromquist et al. (2013), Ahlqvist et al. (2013) and Rodriguez et al. (2017). These concepts were key to the understanding of this study. An Interpretivist epistemological paradigm underpinned this study (Wagner, Kawilich & Garner 2012). The conceptual lens used in this study was designed employing tenets of the Social Identity Theory of Tajfel & Turner (1979) as well as Albert Bandura’s Self-Efficacy Theory (1994). I followed a qualitative research approach and autoethnography as research design whereby the I, the researcher was also the sole participant of the study (Ellis, 2009). Co-constructors of knowledge were involved in this study to corroborate my personal. They comprised of close family members and a friend. Data generation methods included self-reflexive narratives about my experiences as a beginner teacher and my researcher’s journal. Furthermore, I conducted semi-structured, face-to-face interviews with the co-constructors. In analysing my data, I used the method of thematic analysis whereby I would read my data and identify suitable themes based on my two secondary research questions. The main findings of the study showed that I faced situations that went against my pre-conceived expectations, formed in part by my family members and that the construction of my beginner teacher identity involved a process wherein I had to accept elements of my out-group as part of my in-group (Tajfel & Turner, 1979) to achieve a satisfied social identity.
Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted

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This study was attached to a research line titled “The School Education and Pedagogical practice of a Professional Teacher”, a part of the Postgraduate Program in Education from Universidade do Oeste Paulista, which has as theme the difficulties and problems that a teacher faces during its trajectory and professional insertion. The main idea was to identify and to analyze the construction of teacher’s identity through the perception of the beginning teachers at the moment of their career insertion, as well as understanding the conflicts and difficulties at this process. In a specific way, the research aimed to find out which are the dilemmas and the difficulties founded by teachers in the beginning of their career; to identify the formative activities that Public School System and schools provide to them and which one contribute to the construction of their identity; to investigate the moments that occurs the exchange of knowledge between the peers; to analyze the perception that this teachers have about their own formation at the professional context; to show the distance between beginning formation and practice and how this impact when they are inserted at the school environment.The methodology used was qualitative descriptive and interpretative, having as technical procedure a bibliographical research. The searches were done in digital databases such as Capes, SciELO e BDTD. For data collection it was used a questionnaire and a semistructured interview, applied to eight (8) beginner teachers of Rancharia – SP. For the data analysis, four categories were established according to Bardin (2009): The choice of teaching; Teacher’s insertion and the reality shock; Construction of professionalism and teaching identity and Future projections. As a result of the research, it was pointed that teachers who chose teaching career do that because they believe that there is a big professional field in the area; they also realize that the initial training was not enough to overcome with the problems that they deal with the profession, contextualizing such perceptions through "clash of reality”; they look for a recognition for their skills, constructing by this way , their daily identity as workers through action/reflection/action of their own pedagogical practice and continuous formation to keep into their profession. Therefore, we concluded that this study can create discussions and reflections about policies to support beginner teachers and process of teacher’s formation.
Esta pesquisa vinculou-se à linha de pesquisa intitulada "Formação e Prática Pedagógica do Profissional Docente", do Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista, que teve como temática a problematização da trajetória docente e as dificuldades em sua inserção profissional. O objetivo foi identificar e analisar a construção da identidade docente, a partir do olhar do professor iniciante no momento de sua inserção na carreira, bem como compreender os conflitos e dificuldades neste processo. Buscou-se verificar os dilemas e dificuldades encontrados no seu início de carreira; identificar atividades formativas que a Rede Pública de Ensino e a escola oferecem a estes professores e que colaboram para a construção de sua identidade; investigar os momentos em que ocorre a troca de saberes entre os pares; averiguar a percepção que os professores iniciantes têm a respeito de sua própria formação no contexto profissional; explicitar o distanciamento que há entre a formação inicial e a prática docente e a implicação no momento de sua inserção no ambiente escolar. A metodologia teve uma abordagem qualitativa, de caráter descritivo-interpretativo. Como procedimento realizou-se uma pesquisa bibliográfica com buscas nas bases de dados digitais como Capes, SciELO e BDTD, e para a coleta de dados, utilizou-se questionário e entrevista semiestruturada, aplicada a oito docentes iniciantes da Rede Municipal de Rancharia/SP. Para as análises foram construídas quatro categorias segundo Bardin (2009), a saber: A escolha da docência; Inserção docente e o choque da realidade; Construção da profissionalidade e Identidade docente e Projeções futuras na docência. Os resultados da pesquisa indicaram que os professores ingressantes na carreira docente o fazem porque acreditam que há um maior campo de atuação profissional na área; percebem que a formação inicial não foi suficiente para suprir os problemas com os quais se deparam na profissão, contextualizando tais percepções por meio do “choque com a realidade”; desejam ver o resultado dos seus trabalhos reconhecidos por suas competências, construindo, desse modo, a identidade profissional diária, a partir da ação/reflexão/ação da sua própria prática pedagógica e a busca de formação continuada para prosseguir na profissão docente. Concluímos que esse estudo poderá suscitar discussões e reflexões sobre políticas de apoio ao professor iniciante e processos de formação de professores

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O professor que atua nos anos iniciais do Ensino Fundamental e na Educação Infantil percorre um longo trajeto ao longo de seu tempo de docência antes de ser considerado experiente. Suas inquietações e anseios no início da carreira são gerados, na maioria das vezes, pelas fragilidades da formação inicial que nem sempre tem como foco a atuação em sala de aula a partir da articulação teoria e prática. As preocupações com o processo inicial de trabalho do professor em início de carreira e a constituição de sua identidade profissional são focos específicos do presente estudo. O objetivo principal é investigar a situação profissional de professores iniciantes que se graduaram há, no máximo, cinco anos, enquanto pedagogos atuantes em sala de aula, no que concerne a relação entre a formação inicial desses professores e o processo de constituição de suas identidades como docentes. Como base teórica foram adotados, principalmente, os estudos realizados por Dubar, Marcelo García, Hubberman e Gatti. Trata-se de uma pesquisa qualitativa cuja metodologia constituiu-se pela aplicação de questionários aplicados a egressos do curso de Pedagogia/UNESP-Bauru, numa primeira etapa, e, posteriormente, pela realização de entrevistas semiestruturadas com seis professores dos anos iniciais e da Educação Infantil. Como principais resultados constatou-se que a formação inicial é reconhecida, pelos docentes entrevistados, como fundamental para a preparação e exercício da docência, contudo, esta possui limites, considerando os saberes da profissão que são desenvolvidos durante a atuação profissional do docente em sala de aula, especialmente nos anos iniciais de trabalho. Para a maioria dos sujeitos entrevistados houve desafios a serem superados ao adentrarem o ambiente escolar, mas também ocorreram significativas aprendizagens no que concerne às trocas de experiências com professores experientes e com os sujeitos responsáveis pela gestão. Constatou-se, sobretudo, que as formas de identificação com a docência são formuladas desde muito cedo e que a identidade profissional docente se constrói em um processo instável e infindável, sendo influenciado pelas experiências de formação e de atuação profissional. Assim, foi possível concluir que o tema da identidade profissional docente necessita ser consolidado como campo de investigação educacional, uma vez que está diretamente relacionado a atuação do professor em sala de aula e, consequentemente, à educação como um todo.
The polyvalent teacher who act in the early years of Elementary School and Childhood Education, before to be considered how experienced, has a long way over of his time in teaching. The concerns and yearning from early in his career are engendered mostly by weakness of the initial training that not always focused the teacher practice in classroom. The concerns with this initial process of teachers work is point of this study whose main goal investigate the professional situation of beginning teachers who graduated there are, at most, five years, how pedagogues acting in classroom about the relation between initial formation and the constitution process of yours identities how teachers. As a theoretical basis were adopted mainly the studies of Dubar, Marcelo García, Hubberman e Gatti. Is a qualitative research whose metodology is constituted by the aplication of questionnaires and realization of semi-structured interviews with six teachers of early years of Elementary School and Childhood Education graduates of the course of Pedagogy/UNESP-Bauru. As main results of the search it was found that the beginning teachers recognized initial training as fundamental to the preparation for the exercise of teaching, however, it have limits, considering the knowledge of the profession that is developed during the professional acting in classroom. Other interesting data fact is that to the processes founded by beginners when entering school environment. For the majority of respondents there was challenges to be overcome, but also occurred significant learning with regard to exchanges of experience with experienced teachers and with the management team. It was found above all, that the identification forms with teaching are formulated very early and that professional teacher identity is built in a unstable and endless process, influenced by experiences of formation and professional acting. So it was possible to conclude that this theme needs to be consolidated as a field of educational research, because it is directly related to the teacher action in classroom and to the education.
CAPES: 1465082

Utilising a qualitative methodology approach and a case study research design this study set out to explore the influence of ‘own teachers’ on beginner teacher professional identities. The research design borrowed from the idea of a palimpsest, (Diamond & Mullen, 1999). Data comprised a mix of semi-structured interviews, field notes and a researcher journal. Ten participants, representative of four different racial groups in South Africa were included. Data was analysed by means of the thematic content analysis method. This study contributed to the body of knowledge on beginner teachers’ professional identity on two levels. The first level pertains to the methodological contribution of this study in terms of the interrelatedness with which particular methodological constructs were applied. The second level of contribution involves four novel theoretical findings that came to the fore in this study. First, findings showed how participants (beginner teachers) connected with fictional characters from various types of media and substitute those characters as role models in the place of ‘real’ own teachers or teacher-like figures. Second, participants drew on positive experiences with own teachers that guided them through the navigation of several socio-political challenges stemming from the Apartheids era. Third, positive own teachers served as beacons of hope, strength and resilience. Examples of past teachers unfolded as the driving force behind attitudes displayed by participants, of embracing diversity and sensitivity towards differences between themselves, their learners and colleagues. Fourth, positive own teachers served as beacons of hope, strength and resilience. The fifth, and most complex finding, illustrated the ways in which participants constructed their emerging professional identities around what they perceived as the qualities of the ‘ideal’ teacher. ‘Levels of cautiousness’ surfaced as key to the professional identity of beginner teachers in terms of the influence of their own teachers. It was found that beginner teachers approached their professional identity on a continuum of ‘caution’ with regard to certain aspects including reflection, classroom discipline, the influence of own teachers as well as the awareness of the role of own teachers. This study showed a close link between participants’ self-knowledge, perceptions of their personalities, their inherent communicative traits and their progress on this ‘continuum of caution’.
Thesis (PhD)--University of Pretoria, 2016.
Humanities Education
PhD
Unrestricted

The main theme in this study examines how beginner mathematics teachers (BTs) shape their professional identity in their first three years of classroom practices in Lesotho. This study, which focuses particularly on BTs’ second and third year of employment, gathers data with an understanding that the notion of professional identity is multi-faceted. Professional identity embraces a host of other identities such as personal identity, teacher identity, mathematics identity and community of practice identity. This study is framed by social theories of learning. Learning occurs by active participation and practice. BTs’ peripheral participation assists them in making sense of the activities (situated learning) in which they are engaged, in the classrooms. The sense making processes eventually shape their professional identity. In line with situated meanings that BTs form, the key notion (professional identity) is further categorised into personal identity, teacher identity, mathematics identity and community of practice identity. These identities integrate to become the professional identity of a beginner mathematics teacher. Using a narrative ethnographic approach as the research method, I have made use of extensive classroom observations and interviews to gather data. In this study, six volunteer participant BTs were originally selected. These teachers were from two districts, Berea and Maseru in Lesotho. After being observed in the classrooms, these teachers were interviewed. In the third year of the study, one participant withdrew from the study. I used vertical (descriptive) analysis to narrate their classroom practice followed by horizontal analysis to understand how they shape their professional identity. The analytical model enables the researcher to analyse the data in order to establish how the BTs’ actions, their reflexive stories and their journey in becoming a mathematics teacher shape their professional identity. The recurring themes that emerged from the horizontal analysis are the ways BTs approach the classroom practice which is dominated by teacher-centred learning. This involves demonstrating an example and then students following this model to practice more examples. In this sense, their approach is the same though these BTs started understanding how their classroom approaches can bring changes in the learning of mathematics. I analysed the utterances from the BTs’ classroom activities by separating these into mathematizing and subjectifying. The subjectifying utterances were further analysed to understand how these created meaning. These, in my view, are also central features of a teacher’s practice that need interpretation in order to understand the shaping of a professional identity. The key finding is that their narrative helped them to understand how they shape their professional identity. The study highlights the importance of listening to BTs’ stories of how they become mathematics teachers. Their narratives can be the benchmark for stake-holders, policy makers and potential researchers as the study on BTs’ professional identity is relatively new in Lesotho.

O presente trabalho busca compreender como os processos de socialização contribuem para a formação das identidades profissionais docentes dos professores de Ciências egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo EACH/USP. O principal referencial teórico que sustenta a pesquisa é constituído por Claude Dubar, que conceitua e fundamenta a construção das identidades sociais e profissionais. Além disso, o trabalho faz uma abordagem sobre a questão das identidades sob a perspectiva dos Estudos Culturais e das discussões suscitadas por alguns de seus teóricos como Stuart Hall e Néstor García Canclini. Para responder a pergunta de pesquisa, foram realizadas entrevistas semiestruturadas com professores de Ciências iniciantes, egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo. No que confere à análise dos dados utilizou-se uma metodologia qualitativo-interpretativa de pesquisa tendo como principal referencial metodológico as contribuições da História Oral e da Análise de Narrativas. Os resultados mostram que a construção das identidades profissionais docentes é um processo permeado por uma ampla teia de identidades herdadas e visadas e por tensões e rupturas entre os grupos de referência de origem e os grupos nos quais os professores pretendem se inserir em sua vida profissional. Na escolha pela profissão, parece haver um predomínio de identidades herdadas de gerações anteriores, e uma ruptura com o grupo de origem, enquanto que para permanecer no curso e na profissão docente, os professores utilizam algumas estratégias identitárias vinculadas com o reconhecimento desse grupo de origem. Os estágios obrigatórios parecem ter sido um elemento crucial na hora de decidir pela permanência na profissão docente. Quanto à inserção no mercado de trabalho, parece haver tensões entre os professores novos e sua cultura, por um lado, e os professores mais antigos e a cultura institucional, pelo outro. Os resultados nos conduzem a pensar que, nos processos de formação docente é importante incluir oportunidades de reflexão e de trabalho sobre os processos de socialização, para que o início na carreira e a permanência se tornem o menos problemático possível
This study aims to understand how the socialization processes influence on the construction of professional identities of science teachers who have studied the Natural Sciences Teaching Major at School of Arts, Sciences and Humanities of the University of São Paulo - EACH / USP. The main theoretical framework that supports the research is the socialization theory of Claude Dubar, who conceptualized the construction of social and professional identities starting from socialization processes. Moreover, the work is an approach to the issue of identity from the perspective of Cultural Studies and discussions raised by some of its theoreticians such as Stuart Hall. To answer the research question, semi-structured interviews with beginners Science teachers which have studied the Natural Science Teaching Major at EACH-USP were conducted. Regarding to the data analysis, it was used a qualitative-interpretive research methodology, being the narrative analysis the main methodological approach. The results show that the construction of professional teachers\' identities is a permeate process by a wide web of inherited and target identities and tensions and ruptures between the source reference groups and groups in which teachers plan to insert into your professional life. In choosing the profession, seems to be a predominance of inherited from previous generations identities, and a break from the original group, while to stay the course and the teaching profession, teachers use some identity strategies linked with the recognition of this source group. Required stages appear to have been a crucial factor in deciding the stay in the teaching profession. As for the inclusion in the labor market, there seems to be tension between new teachers and their culture, on the one hand, and the older teachers and the institutional culture, on the other. The results lead us to think that the teacher training process is important to include opportunities for reflection and work on the processes of socialization, so that the early career to become the least problematic possible

A Research Report presented to the Faculty of Humanities (Wits School of Education) In partial fulfilment of the requirement for the degree of Master of Education by Course Work and Research Report 2016
This research study examines the negotiations of two Foundation Phase (FP) beginner teachers’ professional identities within their communities of practice in relation to their initial teacher training. The study was conducted with two FP beginner teacher candidates during their early years of professional teaching. The theoretical framework consists of a triangulation of the following theoretical aspects: initial teacher training and Wenger’s (2009) theory on communities of practice, which is related to the participants’ context of employment and professional identity. The study focused on the negotiations of the professional identities that take place in the two participants’ communities of practice based on the fact that they both received their teacher training at The Wits School of Education, and that they are both currently teaching in Johannesburg inner city schools. A qualitative research method was undertaken in attaining data, through three semi-structured interviews with the two FP beginner teacher participants. The tool of analysis employed was thematic content analysis which served to identify patterns that emerged from the data sets and which related to the research questions. An analysis of the data obtained revealed a total of eight themes, which can be intrinsically linked to the participants’ actual beginner teaching experiences, connections with their learners and parents, and their teaching methods. The analysis of these themes highlighted the multiple aspects that contributed to the participants’ negotiations of their professional identities, such as their emotions, personal identities and their ability to connect the theory and practice of the content learned during their teacher training. The results strongly suggest that it is essential to explore FP beginner teachers’ negotiations of their professional identities, as they will reveal the shortcomings in teacher training, the challenges in transitioning from student teacher to professional teacher roles, and the factors that hinder the teaching and learning process. These include the disjuncture between theory and practice, communicative language barriers, and the lack of support and guidance from leadership.
MT 2018

This article introduces a three-dimensional representation or model as a basis for discussing how competence is built. The dimensions are Aristoteles’ three forms of knowledge, episteme, techne and phronesis. The representation tries to visualize Aristoteles knowledge forms as three equal dimensions, that are all necessary and they influence one another on the path to greater competence. The authors try to impose the idea that phronesis is the drive that urges a learning process. The model is described with the topic of language acquisition. It is thereafter used to discuss the content of pedagogy in the teacher education and exemplified with how students move from beginners to more self-reliant educators. This discussion is also founded on Aristoteles concept of “hexis” (habit) and the authors thoroughly discuss the blessings and the curses of habits of the three dimensions of episteme, techne and phronesis. It is not habit as mechanical routines, but as a confident base, which makes teachers openminded and prepared to innovate their practices. Habits can increase a person’s sensibility for wanting change as well as increase resistance to it. If you incorporate a reflecting approach, habit becomes a state of mind and the teacher students can go from being passive recipients to active creators of their teacher identity.

Making errors while learning a language is nothing else than part of the learning process itself. The transfer of the mother tongue (L1) into a second language (L2) acquisition process is inevitable and mainly noticeable in the initial learning levels. The results of an Error Analysis (EA) in the written discourse become an advantage in the teaching of English as a Foreign Language (EFL) since it provides a clear image of what should be reinforced in the classroom. The aim of this study is to identify the most common errors made by EFL beginning level Ecuadorian college students in their written discourse. The researchers elaborated a linguistic corpus from writing samples provided by a group of forty-five students from three public universities in Ecuador. The EA process yields a high percentage of errors related to Word Missing; Form Spelling; Lexical Single; Lexico-Grammar, Verbs, Complementation; Style, Grammar, Verbs, Number; Grammar Articles; and, Grammar – Adjective Order. Errors in the analyzed samples mainly occur due to the interference and negative transfer resulting from the L1 (Spanish) over the L2 (English). Poor lexical and grammar knowledge are also causatives of the errors found in the study.