A docência em perfil: a identidade na formação e a formação da identidade na Licenciatura em Ciências Biológicas

Abstract

This article aims to present the development of teachers' professional identity in Science Teaching based on the analysis of a research conducted in a Teacher Education in Biological Sciences Course. The aim was to identify the nature and the conditions under which the professional identities of teachers in training are developed, maintained, and modified. The reference to initial training was taken as the foundation of an identity project, a key stage for a motivating training and an indicator of resilience for deconstruction and reconstruction of identities when facing changes in the educational field. The data were collected in a Focus Group and treated by the Grounded Theory. The categories that emerged substantiate: the trajectory of life in relation to the mode of enunciation of the teaching self; expressed demarcation on the development of professional values and pedagogical activity; and the representations of professional status in its dimensioning of interpersonal mobilization and critical reflective skills for and in teaching.