Session Information
10 SES 07 A, Research on Professional Knowledge and Identity in Teacher Education
Paper Session
Contribution
There is a deficit of extensive research about teachers and their profiles in educational research in Portugal. This paper is part of an extensive study aiming at the characterization of these professionals, contributing for the configuration of Portuguese teachers’ profile, taking into account the different educational contexts and levels. Within this project we analyze different dimensions of teaching as a professional practice: the nature of teaching, the construction of professional knowledge and the existing conditions for the professional practice. The following questions guide our work: Who are the teachers working in Portuguese schools? How do they see their role and professional practice? What do they think they know and need to know? What are the characteristics of their professional practice?
The basic assumption underlying the research project is that teachers’ professional identity is built around educational trajectories, professional practice and through a set of biographical, contextual, relational and social dynamics. Every aspect that constitutes the educational trajectories (pre-service, in-service training) as well as the daily exercise of the profession, in different school and institutional contexts, involve concepts, values or attitudes characteristic of a particular professional practice that will influence the configuration of identities. We need to analyse the values, feelings, knowledge and practices which characterize their activity, which depend on the structure and the recognized functionality of the occupation (Roldão, 2007, 2010; García Carrasco & Bernal Guerrero, 2008), as well as on the training paths. Within that analysis it is important to consider the meanings that teachers attribute to their own work and training.
The educational experience at school, the initial teacher education, the beginning of professional career and the following professional activity configure teachers’ identity and its posterior confirmation or reformulation (Campos & Gonçalves, 2010; Roldão, 2010). As stated by Davis et al. (2008, p.192), “teaching is an enormously complex undertaking that is learned over a lifetime”, so teaching and becoming a teacher should be “mindful acts”.
Our paper will focus on the interaction between teachers’ training paths (pre-service and in-service, graduate and undergraduate degrees), professional action and scientific activity (research and intervention projects as well as scientific production).
The following questions guide our presentation: Is there a relation between pre-service and in-service training and research activities developed by teachers? Does the type of subjects and pre-service routes (language, math, science, history) influences the scientific activity? Does it influences the post-graduation degree options? How does these issues relate with teachers’ scientific production? Does teacher professional practice conveys scientific production?
Method
Expected Outcomes
References
CAMPOS, J.; GONÇALVES, T. (2010) Supervisão e avaliação: construção de registos e relatórios. In Colecção situações de formação, n.º 5. Aveiro: Programa de Supervisão, Acompanhamento e Avaliação do Período Probatório de Professores – Universidade de Aveiro. DAVIS, B.; SUMARA, D.; LUCE-KAPLER (2008). Engaging minds. Changing teaching in complex times. New York, London: Routledge. GARCÍA CARRASCO, J.; BERNAL GUERRERO, A. (2008). Institución y decepción. La salubridad institucional y la práctica docente. In Revista Española de Pedagogía, 241, 405-424. ROLDÃO, M. C. (2007). Função docente: natureza e construção do conhecimento profissional, in Revista Brasileira de Educação, 12, 34, 94-103. ROLDÃO, M. C. (2010). Construção de planos individuais de trabalho e desenvolvimento profissional. In Colecção situações de formação, n.º1. Aveiro: Programa de Supervisão, Acompanhamento e Avaliação do Período Probatório de Professores – Universidade de Aveiro.
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