Teacher identity and the relationship with knowledge in classroom: a study carried out with undergraduate students in biological sciences

Abstract

In this article we present an appropriate instrument for the study of teacher identity when it is in a transitional situation. The instrument was applied to data obtained from interviews with four undergraduate students in Biological Sciences, allowing us to analyze the perceptions of these students about the teaching practiced by the teacher, about his own learning, about the teacher's relation to the content and about the learning of high school students. The results confirm that the teacher identity is basically built through social exchanges with other teachers and students. We conclude that the question of whether or not to be a teacher is deeply linked to the way teachers and students perceive, judge, value or behave in relation to the place that the teacher occupies in the didactic-pedagogical triangle.

Keywords

• Identidade docente
• Formação inicial de professores de Biologia
• PIBID
• Relação com o saber
• Matriz 3x4