Professional cultures and teacher identities: (re)construction processes of teacher identities in a science Teacher Education Program at a public University of São Paulo State

• Grant number: 15/06329-0
• Support Opportunities: Regular Research Grants
• Start date: August 01, 2015
• End date: July 31, 2017
• Field of knowledge: Interdisciplinary Subjects
• Principal Investigator: Luciana Maria Viviani
• Grantee: Luciana Maria Viviani
• Host Institution: Escola de Artes, Ciências e Humanidades (EACH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Celi Rodrigues Chaves Dominguez ; Elen Cristina Faht ; Fabiana Curtopassi Pioker Hara ; Josely Cubero ; Valeria Cazetta ; Verónica Marcela Guridi

Abstract

This research project is related to the area of school cultural studies and, more specifically, to teacher professional identities. Its principal aim is to reflect about (re) construction processes of teacher professional identities that occur during the former education of future science teachers. It also intends to study how these identity processes are connected to some ways of production and circulation of professional cultures in schools and of other cultures of the broader society. Using as a methodological tool the analysis of written and audiovisual narratives produced by practitioners of a Science Teacher Education Program at a public university located in São Paulo State, Brazil, it is expected to contribute with the understanding of the identity formation process and to give support to teaching practices in Science Education Programs, in general. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

VALÉRIA CAZETTA; CELI RODRIGUES CHAVES DOMINGUEZ; FABIANA CURTOPASSI PIOKER-HARA; JOSELY CUBERO. E-ducar o olho e o olhar: narrativas audiovisuais, contextos escolares e estágios curriculares supervisionados. Educ. Pesqui., v. 44, 2018-08-06. (15/06329-0)