The influence of social representations in the construction of teacher professional identity

Authors

  • Andrea Velloso Universidade Federal do Rio de Janeiro
  • Denise Lannes Universidade Federal do Rio de Janeiro

DOI:

https://doi.org/10.18675/1981-8106.vol25.n48.p19-36

Keywords:

Professional Identity, Social Representations, Teacher.

Abstract

This study of how teachers’ personal and collective identities are constructed was undertaken with a view to delineating the uniqueness of different groups of teachers and defining the professional and social significance of being a teacher. This study aims to identify the social representations about teacher and its influence on the construction of professional identity, in a case study from the Institute of Medical Biochemistry, UFRJ. A total of 115 teachers (Higher Education and Basic Education) participated. In the context observed, there seems to be a polarization of representations of teacher among teachers of different grade levels. Position teachers of Higher Education and Basic Education, and unrecognizable on opposite poles causing the many communication barriers between them verified. We discuss here the professional implication of assumed identity with institutional circumstance that requires the kinds of relationships and actions that can overcome the obstacles faced in teaching practice.

Author Biographies

Andrea Velloso, Universidade Federal do Rio de Janeiro

Doutora em Educação, Gestão e Difusão em Biociências pela UFRJ e professora visitante do Instituto de Bioquímica Médica da UFRJ

Denise Lannes, Universidade Federal do Rio de Janeiro

Doutora em Educação, Gestão e Difusão em Biociências pela UFRJ e professora adjunta do Instituto de Bioquímica Médica da UFRJ

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Published

2015-04-29

How to Cite

VELLOSO, A.; LANNES, D. The influence of social representations in the construction of teacher professional identity. Educação: Teoria e Prática, [S. l.], v. 25, n. 48, p. 19–36, 2015. DOI: 10.18675/1981-8106.vol25.n48.p19-36. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/7070. Acesso em: 22 nov. 2024.

Issue

Vol. 25 No. 48 (2015)

Section

Artigos

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