PROCEDURES FOR BECOMING A TEACHER: A STUDY OF IDENTITY AND TEACHER TRAINING

Abstract

In this text, it becomes as problematic the conceptions and experiences in teacher training related to professional identity that is forged between two formation instances, the school and the university. Expected to approach the issues that emerged from the eleven teachers' testimonies, thinking about the teaching proceeding at schools, accomplished to Master Education research (Borges, 2011) that had as an object of study to investigate the knowledge's circularity between the school and the university for teacher training. We used Marcelo Garcia (1998, 2009, 2010), Andrew (2008, 2010) and Charlot's (2005, 2008) theoretical studies, among others. We emphasize, as analytical issues, falling in love for the profession, the family role and the possibility of social ascension for teaching practice. In conclusion of this study we highlight the contradiction in the teachers training in which teachers' identity is for a professional development process, involving concepts and experiences of training programs that dispute meaning and power in the process of becoming a teacher.