Teoria da Atividade Histórico-Cultural e Teoria Fundamentada como Metodologias para Investigar a Identidade Docente: Uma Revisão Sistemática
DOI:
https://doi.org/10.18800/educacion.202402.A003Palavras-chave:
Identidade, Pesquisa qualitativa, Pesquisa educacional, MetodologiaResumo
A identidade do professor emergiu mundialmente como uma construção de interesse devido ao seu potencial para explicar as atitudes e comportamentos dos professores. Apesar desse interesse, são poucos os estudos que exploram como as metodologias qualitativas são implementadas no estudo empírico da identidade docente. O objetivo deste estudo foi investigar como a Teoria da Atividade Histórico-Cultural (TAHC) e a Teoria Fundamentada nos Dados (TF) são utilizadas na pesquisa empírica sobre identidade docente. Para isso, seguimos as diretrizes do modelo PRISMA para revisões sistemáticas, estabelecendo critérios de inclusão e exclusão para a busca bibliográfica, como data de publicação e natureza da pesquisa. A análise final incluiu 31 artigos de pesquisa. Entre os resultados, foram identificados padrões relacionados aos objetivos, técnicas de coleta de dados e técnicas de análise para ambas as abordagens no contexto de investigações empíricas sobre a identidade docente.
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Anexo. Referencias de artículos analizados en la revisión
Artículos Teoría de la Actividad Histórico Cultural
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Artículos Teoría Fundamentada
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Chen, J., & Mensah, F. (2022). Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary teachers of color. Science Teacher Education, 106(2), 385-411. https://doi.org/10.1002/sce.21699
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El Nagdi, M., Leammukda, F., & Roehrig, G. (2016). Developing identities of STEM teachers at emerging STEM schools. International Journal of STEM Education, 5(36). https://doi.org/10.1186/s40594-018-0136-1
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Yüzlü, M., & Dikilitas, K. (2022). The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism. Linguistics and Educa-tion, 71, 101080. https://doi.org/10.1016/j.linged.2022.101080
Woods, D., Barksdale, M. A., Triplett, C., & Potts, A. (2014). The teacher in me: Exploring preservice teacher identity through self-portraits. Journal for Mul-ticultural Education, 8(2), 112-136. https://doi.org/10.1108/JME-01-2014-0003
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