The construction of the teaching professional identity: based on experiences in the school context

Abstract

The process of building professional identity goes through the motivational, representational, and socio-professional dimensions. These dimensions interact with each other in a complex dynamic. This text seeks to identify how, based on the triad of interaction between teaching, learning, and reflection, the Institutional Program for Teaching Initiation Scholarships (PIBID), contributes to the development of the teaching identity of future teachers. To this end, the writings of the Logbooks of two scholarship recipients of the program were analyzed, based on the Discursive Textual Analysis (ATD). In the reflective writings of future teachers, the three dimensions, mentioned above, constituting professional identity were identified, as well as the importance of the University and School relationship based on PIBID to qualify initial and continuing teacher education and training. We present the results produced, discussed, and grounded based on the literature of the area, which propitiate to think about the educational processes, making this text an important instrument of reflection for teachers of different levels of education to reflect and create spaces for dialogue about the importance of training programs aimed at initial and continuing education of male and female teachers. Specifically, we highlight the influence of programs aimed at teaching, such as PIBID, in the construction of the teaching identity of future teachers by enabling the reflection of concepts related to professional insertion based on the experiences made possible by living in the school context.