Abstract
Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.
Highlights
This study addresses practice as a locus for training, the production of knowledge, and professional socialization based on the premise that the nature of teacher knowledge is social, given that it relates to different experiences, knowledge sources, and educational practices such as schooling, university education, and the teaching profession
The professional socialization is composed of the learning of the values, beliefs and forms of conception of the world of a particular occupational culture, as well as being identified as the acquisition of a professional ethos, not necessarily expressed in words, but which gives to the agent in socialization the meaning of the game
Life settings can be viewed as the building scaffoldings of a professional socialization[28] with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions
Summary
This study addresses practice as a locus for training, the production of knowledge, and professional socialization based on the premise that the nature of teacher knowledge is social, given that it relates to different experiences, knowledge sources, and educational practices such as schooling, university education, and the teaching profession.The professional socialization is composed of the learning of the values, beliefs and forms of conception of the world of a particular occupational culture, as well as being identified as the acquisition of a professional ethos, not necessarily expressed in words, but which gives to the agent in socialization the meaning of the game. This study addresses practice as a locus for training, the production of knowledge, and professional socialization based on the premise that the nature of teacher knowledge is social, given that it relates to different experiences, knowledge sources, and educational practices such as schooling, university education, and the teaching profession. The space is permeated by issues related to knowledge and the teaching work, diversity knowledge, temporality knowledge, human knowledge, and training of teachers[2], leading to a teaching culture in action within a dialogical process. This professional culture involves a professionalization process[2] that occurs within a setting where teaching is learned. Nóvoa[3] proposed based on these three challenges produce the teacher’s life, the teaching profession, and the school
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