Being and becoming a teacher in an induction context: relations between teaching, research and extension
The article brings to the discussion narratives of 16 beginning teachers who participated in a research-training with indications of professional induction. This study aimed to understand who these teachers are, the meanings about being and becoming a teacher in the scope of research-training and th...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/60977 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/60977 |
| Access Level: | acceso abierto |
| Palabra clave: | teacher induction beginner teacher university extension research-training inducción docente maestro novato extensión universitaria investigación-formación indução docente professor iniciante extensão universitária pesquisa-formação |
| Sumario: | The article brings to the discussion narratives of 16 beginning teachers who participated in a research-training with indications of professional induction. This study aimed to understand who these teachers are, the meanings about being and becoming a teacher in the scope of research-training and the relations between teaching, research and extension that went through this process. Methodologically, it is guided by narrative research as a (self)biographical activity, and theoretically relies on Cochran-Smith's (2012) ideas; Cruz and Lahtermaher (2022); Moita and Andrade (2009), among others. The narratives indicated meanings of encounters, searches and sharing made possible by research-training, as well as interconnections with social reality, the construction of knowledge and the relationship with the university in the indissociability between teaching, research and extension. |
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