SpringerLink
Log in

Professional choices and teacher identities in the Science Teacher Education Program at EACH/USP

  • Published:
Cultural Studies of Science Education Aims and scope Submit manuscript

Abstract

In this article, we present results from a research project in which the main aim was to understand students’ decision-making processes in choosing to become a teacher and to make sense of the relationships between this process and the formation of their identity as a teacher. The study was conducted with 39 students from the Science Teacher Education Program (LCN) at the São Paulo University (USP) School of Arts, Sciences, and Humanities (EACH) in Brazil while the students engaged in a supervised practical internship. The data used in this study was collected from narratives written by the students in which they provided their reasons for selecting the LCN program and for choosing a teaching career. The analysis showed several elements contributing to their decision making and the formation of their identities as teachers, including the nature of the undergraduate program, representational models of teaching/teachers, the possibility of being an agent for social transformation, and an affinity toward natural sciences and/or education. Findings from this research offer implications for improvement of the LCN program and suggestions for designing teacher education programs to include actions for improving the teaching career as a life project for new students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (France)

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Barreyro, G. B., Viviani, L. M., Lima, A. L. G., Infante-Malachias, M. E., Dominguez, C. R. C., & Cazetta, V. (2010). Uma proposta inovadora de estágios para os professores de ciências: a experiência do curso de Licenciatura em Ciências da Natureza (EACH-USP) em São Paulo, Brasil. Experiências em Ensino de Ciências, 5(3), 83–93.

    Google Scholar 

  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128. doi:10.1016/j.tate.2003.07.001.

    Article  Google Scholar 

  • Berger, P. L., & Luckmann, T. (1967). The social construction of reality; a treatise in the Sociology of Knowledge. Garden City: Doubleday.

    Google Scholar 

  • Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação. Uma introdução à teoria e aos métodos. Porto: Porto Editora.

    Google Scholar 

  • Cole, A. L. (1990). Personal theories of teaching: Development in the formative years. The Alberta Journal of Educational Research, 36, 203–222.

    Google Scholar 

  • Connely, F. M., & Clandinin, D. J. (1995). Relatos de experiencia e investigación narrativa. In J. Larrosa (Ed.), Déjame que te cuente: ensayos sobre narrativa y educación (pp. 11–59). Barcelona: Editorial Laertes.

  • Enyedy, N., Goldberg, J., & Welsh, K. M. (2006). Complex dilemmas of identity and practice. Science Education, 90, 68–93. doi:10.1002/sce.20096.

    Article  Google Scholar 

  • Ferrarotti, F. (1988) Sobre a autonomia do método biográfico. In A. Nóvoa, & M. Finger (Eds.), O método (auto)biográfico e a formação (pp. 17–34). Lisboa: MS/DRHS/CFAP.

  • Galindo, E. C. M. (2004) A construção da identidade profissional docente. Psicologia Ciência e Profissão, 24(2), 14–23.

  • Gee, J. P. (2013). An introduction to discourse analysis: Theory and method. New York: Routledge.

    Google Scholar 

  • Guimarães, V. S. (2004). Formação de professores: Saberes, identidade e profissão. Campinas: Papirus.

    Google Scholar 

  • Hall, S. (1997). The centrality of culture: Notes on the cultural revolutions of our time. In K. Thompson (Ed.), Media and cultural regulation. London: Sage Publications.

    Google Scholar 

  • Kerby, A. P. (1991). Narrative and the self. Bloomington: Indiana University Press.

    Google Scholar 

  • Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustration from case studies. In I. Goodson (Ed.), Studying teachers’ lives (pp. 99–152). London: Routledge.

    Chapter  Google Scholar 

  • Larrosa, J. (2004). Experiência e paixão. In J. Larrosa (Ed.), Linguagem e educação depois de Babel (pp. 151–166). Belo Horizonte: Autêntica.

    Google Scholar 

  • Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899–916. doi:10.1016/j.tate.2005.06.003.

    Article  Google Scholar 

  • Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture and Activity, 7(4), 273–290. doi:10.1207/S15327884MCA0704_03.

    Article  Google Scholar 

  • Louzano, P., Rocha, V., Moriconi, G. M., & Oliveira, R. P. (2010). Quem quer ser professor? Atratividade, seleção e formação docente no Brasil. Estudos de Avaliação Educacional, 21(47), 543–568.

    Article  Google Scholar 

  • Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91, 822–839. doi:10.1002/sce.20209.

    Article  Google Scholar 

  • Nóvoa, A. (1992). Os professores e a sua formação. Lisboa: Publicações Dom Quixote.

    Google Scholar 

  • Nóvoa, A. (2007). Os professores e a sua formação. In A. Nóvoa (Ed.), Vidas de professores (pp. 11–30). Porto: Porto Editora.

  • Pimenta, S. G. (1999). Saberes pedagógicos e atividades docentes. In S. G. Pimenta (Ed.), Formação de professores: Identidade e saberes da docência (pp. 15–34). São Paulo: Cortez.

  • Pimenta, S. G., & Lima, M. S. L. (2004). Estágio e docência. São Paulo: Cortez.

    Google Scholar 

  • Pineau, G., & Michèle, M. (1983). Produire sa vie: autoformation et autobiographie. Paris: Editions Sanint-Martin.

    Google Scholar 

  • Schaffel, L. S. (1999). O Instituto de Educação do Rio de Janeiro e a construção de uma identidade profissional (1930–1960). Tese de doutorado. Departamento de Educação: Pontifícia Universidade Católica, Rio de Janeiro.

    Google Scholar 

  • Silva, T. T. (2000). A produção social da identidade e da diferença. In T. Silva (Ed.), Identidade e diferença. A perspectiva dos Estudos Culturais (pp. 73–102) Petrópolis: Vozes.

  • Tardif, M. (2002). Saberes docentes e formação profissional. Petrópolis: Vozes.

    Google Scholar 

  • Universidade de São Paulo. (2004). Programa de Formação de Professores. São Paulo: Pró-Reitoria de Graduação.

    Google Scholar 

  • Veiga-Neto, A. (1996). Olhares… In M. V. Costa (Ed.) Caminhos investigativos I: Novos olhares na pesquisa em educação (pp. 19–35). Porto Alegre: Mediação.

  • Warschauer, C. (1993). A roda e o registro: Uma parceria entre professor, alunos e conhecimento. Rio de Janeiro: Paz e Terra.

    Google Scholar 

  • Weffort, M. F. (1995). Observação, registro, reflexão: Instrumentos metodológicos I—Séries Seminários. São Paulo: Espaço Pedagógico.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Science Teacher Education Program (LCN), School of Arts, Sciences and Humanities (EACH), São Paulo University (USP), São Paulo, SP, Brazil

    Celi Rodrigues Chaves Dominguez, Luciana Maria Viviani, Valéria Cazetta, Verónica Marcela Guridi, Elen Cristina Faht, Fabiana Curtopassi Pioker & Josely Cubero

Authors
  1. Celi Rodrigues Chaves Dominguez
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Luciana Maria Viviani
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Valéria Cazetta
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Verónica Marcela Guridi
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Elen Cristina Faht
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Fabiana Curtopassi Pioker
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Josely Cubero
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Fabiana Curtopassi Pioker.

Additional information

Lead Editor: Sonya N. Martin.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Dominguez, C.R.C., Viviani, L.M., Cazetta, V. et al. Professional choices and teacher identities in the Science Teacher Education Program at EACH/USP. Cult Stud of Sci Educ 10, 1189–1213 (2015). https://doi.org/10.1007/s11422-014-9650-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11422-014-9650-8

Keywords

Search

Navigation