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Ser professor de português no século XXI : O desenvolvimento da identidade profissional apoiado no uso de blogues
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Orientador(es)
Resumo(s)
A investigação realizada teve como principal enfoque a problemática do desenvolvimento da identidade profissional docente na sua relação com a conceção e dinamização e blogues por parte de professores de português do ensino secundário.
Como aportes teóricos, procurou-se trabalhar as várias conceptualizações de identidade bem como de aprendizagem e de formação. Os saberes profissionais, nomeadamente aqueles que são suporte para o trabalho com tecnologias, foram igualmente alvo de aprofundamento.
Do ponto de vista metodológico, esta investigação revestiu-se de um trabalho de pesquisa que envolveu trinta blogues dinamizados por vinte professores de português. Além da análise destes blogues, fruto do preenchimento de várias grelhas, o estudo baseou-se também na realização de entrevistas aos professores de português, sempre orientado por uma perspetiva qualitativa.
Como dimensões de análise destacaram-se: a dimensão motivacional, a dimensão representacional e a dimensão socioprofissional. Estas três dimensões da identidade docente interagem construindo uma dinâmica complexa em que se renovam os motivos para a escolha da docência e a motivação para os professores se manterem na docência, em que se reveem as imagens de si como professor e se desenvolvem novas relações dos pontos de vista social e profissional.
Para os diferentes professores de português que participaram neste estudo, os blogues constituíram-se uma ferramenta tecnológica que promoveu o desenvolvimento da identidade profissional docente.
The main focus of the research was the complexity of the development of the teacher’s professional identity in its relation with its conception and dynamization and blogs by the portuguese secondary school teachers. As theoretical contributions, I tried to work the various conceptualizations of identity as well as learning and training. Professional knowledge, particularly that which supports technology work, has also been deepened. From the methodological point of view, this research was based on a research work that involved thirty blogs promoted by twenty Portuguese teachers. In addition to the analysis of these blogs, the result of the completion of several grids, the study was also based on conducting interviews with portuguese teachers, always guided by a qualitative perspective. As dimensions of analysis stood out: the motivational dimension, the representational dimension and the socio-professional dimension. These three dimensions of teachers identity interact by building a complex dynamic in which the reasons for choosing teaching and the motivation for teachers to keep on teaching are renewed, in which the images of themselves as teachers are reviewed and new relationships from a social and professional point of view are developed. For the different portuguese teachers who participated in this study, blogs were a technological tool that promoted the development of the teaching professional identity.
The main focus of the research was the complexity of the development of the teacher’s professional identity in its relation with its conception and dynamization and blogs by the portuguese secondary school teachers. As theoretical contributions, I tried to work the various conceptualizations of identity as well as learning and training. Professional knowledge, particularly that which supports technology work, has also been deepened. From the methodological point of view, this research was based on a research work that involved thirty blogs promoted by twenty Portuguese teachers. In addition to the analysis of these blogs, the result of the completion of several grids, the study was also based on conducting interviews with portuguese teachers, always guided by a qualitative perspective. As dimensions of analysis stood out: the motivational dimension, the representational dimension and the socio-professional dimension. These three dimensions of teachers identity interact by building a complex dynamic in which the reasons for choosing teaching and the motivation for teachers to keep on teaching are renewed, in which the images of themselves as teachers are reviewed and new relationships from a social and professional point of view are developed. For the different portuguese teachers who participated in this study, blogs were a technological tool that promoted the development of the teaching professional identity.
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Palavras-chave
Formação de adultos Identidade profissional docente Blogues Adult education Teacher’s professional identity Blogs