ABS230 - The subjective time category as theoretic-epistemological alternative to research on teacher training and professional development of teachers

3.6 Tensions, extensions, and new formulations in cultural-historical activity research
Paper in a Working Group Roundtable (WGRT)
1 hour
Convention Center - 2000 A - Table C
Classical studies in teacher training area (HUBBERMAN, 1992; MARCELO, 1999) investigated the teaching career from categories and stages in professional development and point regularities that are common to the vast majority of teachers. However, these phases do not occur linearly and do not manifest the professional development cycle of all teachers. As they are defined according to legal and administrative definitions of the school environment, these phases serve as a basis to frame the plurality of teachers in a standardized profile with more visible and recurring characteristics. From the studies of Vygotsky (2007) on the meaning and sense categories, and González Rey (2005, 2012) on the theory of cultural-historical subjectivity and qualitative epistemology, we formulated the following question: what is the theoretical-methodological alternative to advance in studies on teacher professional development and teacher training which does recognize the individual-social units, objective-subjective and symbolic and emotional? The construction of subjective time category enable us to show the subjective movement of these units in opposition to the standards set in traditional theories, showing that each teaching subject produces subjective sense not only from the context and circumstances in which he is living in his present moment, but, brings emotional, symbolic, historical burdens that are linked to what he is experiencing at the present time and trigger the subjective productions of these teachers.
Universidade de Brasília
Universidade de Brasília
Teacher at Faculty of Education

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