Innovative teaching

resignifications of the teacher’s identity based on listening themselves and the other

Authors

DOI:

https://doi.org/10.15448/1981-2582.2023.1.43996

Keywords:

innovative teaching, teacher identity, narrative formation research

Abstract

The school innovation faced to the contemporary sociocultural changes has been a challenge for schools, especially for teachers who work in daily school life. The research presented in this paper aimed to analyze the conception, the processes and constitution of the identity of innovative teaching of a group of teachers. This group teaches for early years of teaching. The research was based on the theoretical methodological approach of the autobiographical narrative research of formation according to the studies by Abrahão (2003, 2011), Josso (2004, 2010) and Delory Momberger (2006). It was carried out in three stages, through questionnaires, interviews and training meetings. In this paper, constituent elements of the teacher’s identity are analyzed according to Huberman (1995), Marcelo Garcia (2009), Pimenta (1999) and others, who, in interaction with the narratives of the teachers in the research, made it possible, through listening themselves and the other, to resignify the constitution of the identity of innovative teaching to research subjects.

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Author Biographies

Lisiane Fernandes da Silveira, Federal University of Paraná (UFPR), Curitiba, PR, Brazil.

PhD and master from the Federal University of Paraná (UFPR), in Curitiba, PR, Brazil.

Regina Cely de Campos Hagemeyer , Federal University of Paraná (UFPR), Curitiba, PR, Brazil.

PhD from the University of São Paulo (USP), in São Paulo, SP, Brazil. Senior professor of the Postgraduate Program in Education at the Federal University of Paraná (PPGE/UFPR), in Curitiba, PR, Brazil. Leader of the research group Teacher training, curriculum and pedagogical practices: contemporary paradigms (GPFOR/PPGE/UFPR).

References

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Abrahão, M. H. M. B. (Org.). (2004). Pesquisa (auto) biográfica - tempo memória e narrativas. In M. H. M. B. Abrahão, A aventura (auto)biográfica: teoria e empiria (pp. 201-224). EDIPUCRS.

Abrahão, M. H. M. B. (2011). Memoriais de formação: a (re)significação das imagens-lembranças/recordações-referências para a pedagoga em formação. Educação, 34(2), 165-172.

Carbonell, J. (2002). A aventura de inovar: A mudança na Escola. Ed. Artmed.

Cunha, M. I. da. (2016). Inovações na educação superior: impactos na prática pedagógica e nos saberes da docência. Em Aberto, 29(97), 87-101.

Delory-Momberger, C. (2006). Formação e socialização: os ateliês biográficos de projeto. Educação e Pesquisa, 32, 359-371.

Delory-Momberger, C. (2012). Abordagens metodológicas na pesquisa biográfica. Revista Brasileira de Educação, 17(51), 523-535.

Freitas, L. M., & Ghedin, E. L. (2015). Narrativas de formação: origens, significados e usos na pesquisaformação de professores. Revista Contemporânea de Educação, 10(19), 111-131.

Huberman, M. (1995). O Ciclo de Vida Profissional dos Professores. ln A. Nóvoa (Org.), Vidas de Professores (pp. 31-61). Porto Editora.

Josso, M. C. (2007). A transformação de si a partir da narração de histórias de vida. Educação, 30(3-63), 413-438.

Marcelo G., C. (2009). Desenvolvimento profissional docente: passado e futuro. Sísifo. Revista de Ciências da Educação, 8, 7-22. http://sisifo.ie.ulisboa.pt/index.php/sisifo/article/view/130/218

Nóvoa, A. (1995). Formação de professores e profissão docente. In A. Nóvoa (Org.), Os Professores e a sua Formação (pp. 93-114). Nova Enciclopédia, Publicações Dom Quixote.

Nóvoa, A. (2019). Entre a formação e a profissão: Ensaio sobre o modo como nos tornamos professores. Currículo sem Fronteiras, 19(1), 198-208.

PIMENTA, S. G. (2019). Formação de professores: saberes da docência e identidade do professor. Revista da Faculdade de Educação da USP, 22(2), 72-89.

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Published

2023-11-24

How to Cite

Fernandes da Silveira, L., & de Campos Hagemeyer , R. C. (2023). Innovative teaching: resignifications of the teacher’s identity based on listening themselves and the other. Educação, 46(1), e43996. https://doi.org/10.15448/1981-2582.2023.1.43996

Issue

Vol. 46 No. 1 (2023): Single Volume

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Other Topics

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