Abstract

MENEZES, Fabio  and  QUINTANEIRO, Wellerson. The personality in professional teaching development. Educ. Teoria Prática [online]. 2024, vol.34, n.67, e69. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v34.n.67.s17826.

In this work, we seek to reflect on teaching in a relationship that we call being-teacher, structured from an essay on theoretical reflections that articulate the production of subjectivity and professional identity, lecturing about personality in teaching, including collective/social and political dimensions. With the term being-a-teacher we argue about personality in teaching and its analytical powers of care, interpersonal connections and research as a teaching posture to infer about the teaching professional development, in the conception of a reciprocal integration between perceptions and agency. Reaffirming the impossibility of neutrality in the act of educating and of dissociating subject and teacher, understanding that personal experiences produce a political dimension of teaching action as a power of professional development when they are sustained in the premise of social justice by/in education, we point out an analytical space possible, from empirical elements, demarcating three axes called: identification, senses of belonging and investigative attitudes.

Keywords : Personality in Teaching; Teacher Professional Development; Teaching Identity.

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