Teacher Universitalization and Teacher Identity Development

Abstract

AbstractThis present master`s degree proposal has as its object of study the question of the teacher identity. It focus the formation course of a specific group: effective teachers from the public education system that attended a special program in the university. Its main goal is to analyse and characterize the process of identity development in this stage of their professional life, taking into account, on one side, the group`s formation course and, on the other one, the context in which the pressure that makes teachers look for a bachelor`s degree emerges, as well as the State role in this process (LAWN, 2000). In this way, possible relationship between the obtainment of a bachelor`s degree and its repercussions or effects on the teacher`s work, as well as on the representation teachers start having about themselves with the program attendance will be researched. This is a qualitative research. The "Memories" written by the teachers during the course will be used as an analysis material, apart from interviews that will be conducted with teachers, aiming for a better comprehension on how the "identity to herself" and the "identity to others" are composed (DUBAR, 2005). It is understood that the teacher identity is a social construction formed by several elements which are intercrossed, by this, the representations that teachers have about themselves and their profession are formed. The main theoretical references to problematize the three main questions of this research - teacher identity, professional identity and teaching profession - will be searched in Lawn`s (2000), Dubar`s (1998, 2005, 2008) and Novoa`s (1986) essays.