Fatores que determinam a configuração da identidade em docentes de inglês em formação
DOI:
https://doi.org/10.17533/udea.ikala.v25n03a02Palavras-chave:
prática, identidade do professor, ILE, identidade, docentes em formaçãoResumo
Os docentes de inglês em formação defrontam-se com muitos desafios no desenvolvimento de sua prática. Tal experiência forma sua identidade e influi nos processos de ensino e aprendizagem. Este estudo de caso descritivo trata da formação da identidade de um grupo de docentes em formação e dos fatores que deram forma às configurações da identidade durante seu primeiro período de estágio em uma universidade estatal da Colômbia. Os dados, coletados por meio de entrevistas, diários de reflexão e metáforas derivadas de desenhos, foram analisados por meio de uma análise temática. Os resultados identificaram o sistema de valores/crenças dos participantes, os traços de personalidade, o contexto, as decisões pedagógicas, a prática reflexiva e os incidentes críticos como fatores que influem no processo de sua identidade. Os resultados revelaram também que a identidade pode construir-se por meio do cruzamento entre as diferentes experiências pelas que passam os docentes em formação durante seu estágio e seus percursos passados e futuros. O estudo sugere que os programas de formação de professores de inglês deveriam tomar ações pedagógicas explícitas para incorporar os fatores identificados em seu currículo. Isso poderia fortalecer as configurações da identidade dos docentes de inglês em formação e prepará-los melhor para sua função docente.
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