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...

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Detalhes bibliográficos
Autores: Cruz, Giseli Barreto da, Souza, Letícia Oliveira, Fernandes, Ingrid Cristina Barbosa, Rodrigues, Roberta Pereira de Paula
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:Brasil
Recursos:Pontifícia Universidade Católica de São Paulo (PUC-SP)
Repositorio:Revista e-Curriculum
Idioma:portugués
OAI Identifier:oai:ojs.pkp.sfu.ca:article/60977
Acesso em linha:https://revistas.pucsp.br/index.php/curriculum/article/view/60977
Access Level:acceso abierto
Palavra-chave:teacher induction
beginner teacher
university extension
research-training
inducción docente
maestro novato
extensión universitaria
investigación-formación
indução docente
professor iniciante
extensão universitária
pesquisa-formação
id BR_7deb61baddcc0002dee8da115aa22aec
oai_identifier_str oai:ojs.pkp.sfu.ca:article/60977
network_acronym_str BR
network_name_str Brasil
repository_id_str
dc.title.none.fl_str_mv Being and becoming a teacher in an induction context: relations between teaching, research and extension
Ser y devenir docente en un contexto de inducción: relaciones entre docencia, investigación y extensión
Ser e tornar-se professor em contexto de indução: relações entre ensino, pesquisa e extensão
title Being and becoming a teacher in an induction context: relations between teaching, research and extension
spellingShingle Being and becoming a teacher in an induction context: relations between teaching, research and extension
Cruz, Giseli Barreto da
teacher induction
beginner teacher
university extension
research-training
inducción docente
maestro novato
extensión universitaria
investigación-formación
indução docente
professor iniciante
extensão universitária
pesquisa-formação
title_short Being and becoming a teacher in an induction context: relations between teaching, research and extension
title_full Being and becoming a teacher in an induction context: relations between teaching, research and extension
title_fullStr Being and becoming a teacher in an induction context: relations between teaching, research and extension
title_full_unstemmed Being and becoming a teacher in an induction context: relations between teaching, research and extension
title_sort Being and becoming a teacher in an induction context: relations between teaching, research and extension
dc.creator.none.fl_str_mv Cruz, Giseli Barreto da
Souza, Letícia Oliveira
Fernandes, Ingrid Cristina Barbosa
Rodrigues, Roberta Pereira de Paula
author Cruz, Giseli Barreto da
author_facet Cruz, Giseli Barreto da
Souza, Letícia Oliveira
Fernandes, Ingrid Cristina Barbosa
Rodrigues, Roberta Pereira de Paula
author_role author
author2 Souza, Letícia Oliveira
Fernandes, Ingrid Cristina Barbosa
Rodrigues, Roberta Pereira de Paula
author2_role author
author
author
dc.subject.por.fl_str_mv teacher induction
beginner teacher
university extension
research-training
inducción docente
maestro novato
extensión universitaria
investigación-formación
indução docente
professor iniciante
extensão universitária
pesquisa-formação
topic teacher induction
beginner teacher
university extension
research-training
inducción docente
maestro novato
extensión universitaria
investigación-formación
indução docente
professor iniciante
extensão universitária
pesquisa-formação
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024-05-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.pucsp.br/index.php/curriculum/article/view/60977
10.23925/1809-3876.2024v22e60977
url https://revistas.pucsp.br/index.php/curriculum/article/view/60977
identifier_str_mv 10.23925/1809-3876.2024v22e60977
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.pucsp.br/index.php/curriculum/article/view/60977/44963
dc.rights.driver.fl_str_mv Copyright (c) 2024 Revista e-Curriculum
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Revista e-Curriculum
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv Revista e-curriculum; Vol. 22 (2024): Fluxo contínuo; e60977
Revista e-Curriculum; v. 22 (2024): Fluxo contínuo; e60977
1809-3876
reponame:Revista e-Curriculum
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Revista e-Curriculum
collection Revista e-Curriculum
repository.name.fl_str_mv Revista e-Curriculum - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv ecurriculum@pucsp.br
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spelling Being and becoming a teacher in an induction context: relations between teaching, research and extensionSer y devenir docente en un contexto de inducción: relaciones entre docencia, investigación y extensiónSer e tornar-se professor em contexto de indução: relações entre ensino, pesquisa e extensãoteacher inductionbeginner teacheruniversity extensionresearch-traininginducción docentemaestro novatoextensión universitariainvestigación-formaciónindução docenteprofessor inicianteextensão universitáriapesquisa-formaçãoThe 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.El artículo discute las narrativas de 16 profesores principiantes que participaron de una formación-investigación con evidencias de inducción profesional. Tuvo como objetivo comprender quiénes son estos profesores, los significados de ser y devenir profesor en el contexto de la formación en investigación y las relaciones entre docencia, investigación y extensión que atravesaron ese proceso. Metodológicamente, se guía por la investigación narrativa como actividad (auto)biográfica y, teóricamente, se fundamenta en las ideas de Cochran-Smith (2012); Cruz y Lahtermaher (2022); Moita y Andrade (2009), entre otros. Las narrativas indicaron significados de encuentros, búsquedas y compartir posibilitados por la investigación-formación, así como interconexiones con la realidad social, la construcción del saber y la relación con la universidad en la indisociabilidad entre docencia, investigación y extensión.O artigo traz à discussão narrativas de professores iniciantes que participaram de uma pesquisa-formação como estratégia de indução docente. Objetivou compreender quem são esses professores, os sentidos sobre ser e tornar-se professor durante a pesquisa-formação e as relações entre ensino, pesquisa e extensão que atravessaram esse processo. Metodologicamente, se orienta pela pesquisa narrativa enquanto atividade (auto)biográfica e, teoricamente, se apoia nas ideias de Cochran-Smith (2012); Cruz e Lahtermaher (2022), Moita e Andrade (2009), entre outros. As narrativas indicaram sentidos de encontros, buscas e partilhas possibilitadas pela pesquisa-formação, bem como interligações com a realidade social, a construção do conhecimento e a relação com a universidade na indissociabilidade entre ensino, pesquisa e extensão.Pontifícia Universidade Católica de São Paulo2024-05-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.pucsp.br/index.php/curriculum/article/view/6097710.23925/1809-3876.2024v22e60977Revista e-curriculum; Vol. 22 (2024): Fluxo contínuo; e60977Revista e-Curriculum; v. 22 (2024): Fluxo contínuo; e609771809-3876reponame:Revista e-Curriculuminstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPporhttps://revistas.pucsp.br/index.php/curriculum/article/view/60977/44963Copyright (c) 2024 Revista e-Curriculuminfo:eu-repo/semantics/openAccessCruz, Giseli Barreto da Souza, Letícia OliveiraFernandes, Ingrid Cristina BarbosaRodrigues, Roberta Pereira de Paula 2024-03-29T01:02:35Zoai:ojs.pkp.sfu.ca:article/60977Revistahttps://revistas.pucsp.br/index.php/curriculumPRIhttps://revistas.pucsp.br/index.php/curriculum/oaiecurriculum@pucsp.br1809-38761809-3876opendoar:2024-03-29T01:02:35Revista e-Curriculum - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
score 15,301603

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