Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/46181
Título: (Trans)formações na identidade docente durante a formação inicial no PIBID inglês
Título(s) alternativo(s): Transformations in teaching identity during training initial in english PIBID
Autores: Romero, Tania Regina de Souza
Sól, Vanderlice dos Santos Andrade
Reis, Fábio Pinto Gonçalves dos
Palavras-chave: PIBID
Identidade docente
Formação de professores
Avaliatividade
Teaching Identity
Teacher training
Appraisal
Data do documento: 5-Abr-2021
Editor: Universidade Federal de Lavras
Citação: PEREIRA, J. C. (Trans)formações na identidade docente durante a formação inicial no PIBID inglês. 2021. 86 p. Dissertação (Mestrado em Educação) – Universidade Federal de Lavras, Lavras, 2021.
Resumo: This research aims at investigating how student teachers’ sayings are constructed in their experience reports and what meanings they (re)constructed during their participation in the Institutional Scholarship Program for Initiation to Teaching - PIBID, subproject - English Letters of a Federal University of the State of Minas Gerais - Brazil. Seeking to identify how the activities developed in the program helped in the construction of the teaching identity of these participants, a qualitative research (Minayo, 2004; Flick, 2009) was carried out, with the purpose of analyzing and discussing the students’ final reflectionsinf portfolios and especifically, their professional identity construction. The interpretation of the data, in addition to being based on concepts of English teacher development and teaching identity, also relies on principles of the Systemic-Functional Grammar (Halliday, 2004). The results of this research reflect how the PIBID program contributed to learning by giving a new meaning to the teaching identity of the participants, as they indicate that PIBID contributes directly to their development, preparing them for the beginning of their careers, in addition to allowing opportunities experience the pedagogical practice, as well as reflecting on their professional learnings. As such, this research may also be considered as input for discussions in the area of teacher education.
URI: http://repositorio.ufla.br/jspui/handle/1/46181
Aparece nas coleções:Educação - Mestrado Profissional (Dissertações)

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