Abstract

MELLINI, CAROLINA KIYOKO  and  OVIGLI, DANIEL FERNANDO BOVOLENTA. TEACHING IDENTITY: PERCEPTIONS OF BEGINNING TEACHERS OF BIOLOGY. Ens. Pesqui. Educ. Ciênc. [online]. 2020, vol.22, e16364.  Epub May 23, 2020. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172020210117.

This text presents a study about the constitution of the professional identity of Biology teachers who are at the beginning of their careers. For this research, semi-structured interviews were carried out with four teachers graduated from the Biological Sciences undergraduate course offered by a public higher education institution, who are teaching. The data were interpreted in the light of the Discursive Textual Analysis theory and point out: (i) that professional identity is built on social relations and that identification with the profession during initial education is related to the student’s intention to pursue the teaching career in the early years of college or not; (ii) that teaching knowledges are elements that are part of the teacher’s identity and that Supervised Curricular Internship and teacher initiation programs have a great importance in teacher education.

Keywords : Teaching Identity; Teaching Knowledge; Biology Teacher.

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