Representations of Being a Chemistry Teacher: Professional Identity and Teacher Professionalization
DOI:
https://doi.org/10.35819/tear.v10.n2.a5436Abstract
Abstract: Being a teacher, especially of Chemistry and thinking about the identity of this professional, is that it is turned to this study, to contribute to the discussions about the representations given about belonging and being a teacher by chemistry graduates. Thus, we aim with this research to understand the representation of undergraduates and freshmen from a bachelor's degree in Chemistry about what they think about being a chemistry teacher. As a methodological aspect,we used the qualitative and descriptive approach, with precepts of research in social representation, with the participation of 30 graduates who were starting and/or at the end of the Degree course in Chemistry of a Higher Education Institution in the interior of Bahia. Their insights were submitted to the Web WordClouds application, to create the word cloud, evidencing the most relevant meanings. To systematize and discuss the data, we performed the content analysis of the most significant expressions of the groups. Some expressions were more expressive between the two groups investigated that ranged from citizenship, through the strategy of teaching science to the challenges of society. As for the explanations given by the participants, two predominant dimensions emerged: "Teacher identity and professionalization" and "Teacher identity and citizenship training''. We can conclude through the ideas shared by future chemistry teachers, that the group perceives the importance of pedagogical training performed in the exchange between the university and the school characterizing the social role of teaching and teacher professionalization, especially focused on the bias of citizenship.
Keywords: Social Representation. Chemistry Teacher. Initial training. Teacher Identity.
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