Emoções e identidade profissional de professores que ensinam matemática: um levantamento bibliográfico
Emotions and professional identity of teachers who teach mathematics: A bibliographic survey
Palavras-chave:
emoções, identidade profissional, professor que ensina matemáticaResumo
Este artigo tem como objetivo compreender a inclusão das emoções em investigações sobre a identidade profissional (IP) de professores que ensinam matemática (PEM). Foi realizado um levantamento bibliográfico em periódicos nacionais e internacionais eleitos como representativos da Educação Matemática, sendo obtidos dez trabalhos. A leitura na íntegra dos artigos permitiu agrupar os que abordam emoções como aspecto central e como aspecto periférico. Naqueles em que as emoções são centrais, foram analisadas: ações formativas que permitiram a identificação e a regulação de emoções, ou emoções específicas associadas ao exercício da docência. Já naqueles em que elas são periféricas, a abordagem se deu a partir de aspectos formativos, noticing, autoeficácia docente e eventos críticos. As pesquisas assumem a natureza emocional do ensino e a influência mútua existente entre emoções e IP.
Palavras-chave: Emoções; Identidade profissional; Professor que ensina matemática.
Abstract
The aim of this article is to understand the inclusion of emotions in investigations into the professional identity (PI) of teachers who teach mathematics (TTM). A bibliographical survey was carried out in national and international journals chosen as representative of mathematics education, from which we obtained ten works. Reading the articles in full allowed us to group those that address emotions as a central and a peripheral aspect. In those where emotions are central, the following were analyzed: formative actions that allowed the identification and regulation of emotions or specific emotions associated with teaching. In those where they are peripheral, the approach was based on formative aspects, noticing, teaching self-efficacy, and critical events. Research assumes the emotional nature of teaching and the mutual influence between emotions and PI.
Keywords: Emotions; Professional identity; Teachers who teach mathematics.
Downloads
Referências
BARRETTO, A. C. CYRINO, M. C. C. T. A busca do sentido de agência profissional de professores de matemática no início da docência. Alexandria (UFSC), v. 16, p. 231-255, 2023. Disponível em: https://doi.org/10.5007/1982-5153.2023.e91442. Acesso em: 13 abril 2024.
BEIJAARD, D.; MEIJER, P. C.; VERLOOP, N. Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, v. 20, p. 107-128, 2004.
CHEN, J. Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, v. 51, n. 3, p. 327-357, nov. 2020. doi: 10.1080/0305764X.2020.1831440.
CROSS FRANCIS, D.; EKER, A.; LIU, J.; LLOYD, K.; BHARAJ, P. (Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs. Journal of Mathematics Teacher Education, v. 25, p. 599–632, out. 2022. https://doi.org/10.1007/s10857-021-09509-0.
CYRINO, M. C. de C. T. Ações de formação de professores de matemática e o movimento de construção de sua identidade profissional. Perspectivas da Educação Matemática, v.14, n.35, p.1-26, 2021.
CYRINO, M. C. de C. T. Identidade Profissional de (futuros) Professores que Ensinam Matemática. Perspectivas da Educação Matemática, Campo Grande, v, 10, n. 24, 2017.
ÇELIKDEMIR, K.; ÇIGDEM, H. Transformation of preservice mathematics teachers’ teacher identity orientations through a video club. Transformation of preservice mathematics teachers' teacher identity orientations through a video club. Journal of Mathematics Teacher Education, s. v., s. p., jun. 2023. https://doi.org/10.1007/s10857-023-09585-4.
DAY, C. Professional Identity Matters: Agency, Emotions, and Resilience. In: SCHUTZ, P. A.; HONG, J.; FRANCIS, D.C. Research on Teacher Identity: Mapping challenges and innovations. Cham, Switzerland: Springer International Publishing, 2018. p. 61-70.
DE PAULA, E. F.; CYRINO, M. C. C. T. Perspectivas de Identidade Profissional de Professores que Ensinam Matemática Presentes em Artigos Científicos Publicados entre 2006-2016. Acta Scientiae, v. 20, n. 5, p. 778-799, set./out. 2018.
GARCÍA GONZÁLEZ, M. S.; SIERRA, G. M. The history of a teacher’s relief of his mathematics anxiety: the case of Diego. Educational Studies in Mathematics, v. 103, p. 273–291, mar. 2020. Disponível em: https://link.springer.com/article/10.1007/s10649-020-09941-8#article-info. Acesso em: 06 out. 2023.
HALL, S. A identidade cultural na pós-modernidade. 12. ed. Tradução de Tomaz Tadeu da Silva e Guacira Lopes Louro. Rio de Janeiro: Lamparina, 2015.
HODGEN, J; ASKEW, M. Emotion, identity and teacher learning: becoming a primary mathematics teacher. Oxford Review of Education, v. 33, n. 4, p. 469 – 487, 2007.
JENßEN, L.; ROESKEN-WINTER, B.; BLÖMEKE, S. Measuring Pre-service Primary Teachers’ Shame in Mathematics - a Comprehensive Validation Study. International Journal of Science and Mathematics Education, v. 21, p. 463-488, feb. 2022. https://doi.org/10.1007/s10763-022-10253-x.
KELCHTERMANS, G.; HAMILTON, M. L. The Dialectics of Passion and Theory: Exploring The Relation Between Self-Study and Emotion. In: LOUGHRAN, J.J.; HAMILTON, M.L.; LABOSKEY, V. K.; RUSSELL, T. (eds). International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, v. 12. Springer, Dordrecht, 2004, p. 785-807. https://doi.org/10.1007/978-1-4020-6545-3_20.
KELCHTERMANS, G. Who I am in how I teach is the message: self-understanding, vulnerability and reflection. Teachers and Teaching: theory and practice, v.15, n.2, p.257-272, 2009.
KELCHTERMANS, G., DEKETELAERE, A. The Emotional Dimension in Becoming a Teacher. IN: LOUGHRAN, J.; HAMIL, M. L. International Handbook of Teacher Education. Singapura: Springer Singapore, 2016, p. 429-461.
LASKY, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, v. 21, n. 8, p. 899-916, 2005.
LUTOVAC, S.; KAASILA, R. How to select reading for application of pedagogical bibliotherapy? Insights from prospective teachers’ identifcation processes. Journal of Mathematics Teacher Education, v. 23, p. 483–498, out. 2020. https://doi.org/10.1007/s10857-019-09437-0.
MARSCHALL, G. The role of teacher identity in teacher self-efficacy development: the case of Katie. Journal of Mathematics Teacher Education, v. 25, p. 725–747, dec. 2022. https://doi.org/10.1007/s10857-021-09515-2.
MARTÍNEZ-SIERRA, G.; ARELLANO-GARCÍA, Y.; HERNÁNDEZ-MORENO, A. Which Situations Trigger Emotions of Secondary School Mathematics Teachers? International Journal of Science and Mathematics Education, v. 20, p. 575-595, mar. 2022. https://doi.org/10.1007/s10763-021-10158-1.
MELVILLE, W.; BARTLEY, A.; FAZIO, X. Scaffolding the inquiry continuum and the constitution of identity. International Journal of Science and Mathematics Education, Taiwan, v. 11, p. 1255-1273, 2013.
RODRIGUES, P. H.; CYRINO, M. C. de C. T. The mobilization of emotions, moral commitment, and political commitment as dimensions of the movement for the constitution of the professional identity of prospective Mathematics teachers: the Supervised Teaching Practice. Revista Internacional De Pesquisa Em Educação Matemática, v. 13, n. 4, p. 1-19, 2023. https://doi.org/10.37001/ripem.v13i4.3626.
ROTEM, S. H.; AYALON, M. Building a model for characterizing critical events: Noticing classroom situations using multiple dimensions. Journal of Mathematical Behavior, v. 66, p. 1-20, jun. 2022. https://doi.org/10.1016/j.jmathb.2022.100947.
SCHUTZ; P. A.; NICHOLS, S. L.; SCHWENKE, S. Critical Events, Emotional Episodes, and Teacher Attributions in the Development of Teacher Identities. In: SCHUTZ, P. A.; HONG, J.; FRANCIS, D. C. (Eds.). Research on Teacher Identity: mapping challenges and innovations. Switzerland: Springer International Publishing, 2018. p. 49-61.
SCHUTZ, P. A.; HONG, J. Y.; FRANCIS, A. C. Teachers’ goals, beliefs, emotions, and identity development: investigating complexities in the profession. 1ª ed. Vanderbilt Avenue, New York, NY, Routledge, 2020.
SUMPTER, L. Preschool Educators’ Emotional Directions Towards Mathematics. International Journal of Science and Mathematics Education, Taiwan, v. 18, p. 1169–1184, out. 2019. Disponível em: https://link.springer.com/article/10.1007/s10763-019-10015-2. Acesso em: 06 out. 2023.
THOMAS, L; TUYTENS, M; MOOLENAAR, N.; DEVOS, G.; KELCHTERMANS, G.; VANDERLINDE, R.: Teachers’ first year in the profession: the power of high-quality support. Teachers and Teaching, v. 25, n. 2, p. 160-188, 2019. doi:10.1080/13540602.2018.1562440.
ZEMBYLAS, M. Theory and methodology in researching emotions in education. International Journal of Research & Method in Education, v. 30, n. 1, p. 57–72, 2007.
Downloads
Publicado
- Visualizações do Artigo 174
- pdf downloads: 88
