THE CONTINUING FORMATION AS AN ELEMENT OF (RE) CONSTRUCTION OF TEACHER IDENTITY: REFLECTIONS ON THE TRANSITION PROCESS FROM CLASSROOM TO VIRTUAL TEACHING

Abstract

This study is a theoretical outline of a doctoral thesis in progress and aims to present some considerations about the implications of continuing education in the process of (re) construction of the identity of the teacher who migrates in classroom to virtual teaching. For this, a bibliographical research was carried out using theoretical contributions that address the teaching professional identity and the processes of continuing education, especially those related to online teaching, in addition to portraying its modifications, (re) constructions and repercussions. in pedagogical practices. These reflections emerged amidst the readings and early findings of the ongoing research. At the moment, it seems reasonable to say that the continuing education of teachers in service working in Distance Education (EaD), developed in some institutions, may not allow the constitution of autonomous and reflective professional identities, but the construction of identities that follow the most technical model. Therefore, it is believed that teachers signal the constitution of greater identification with teaching as these actions promote spaces for dialogue around the challenges and interests regarding online teaching. In addition, the process of re (construction) will also depend on the identity already built in classroom teaching, since many teachers end up transposing their classroom teaching practice to virtual without any kind of re (construction). It is also emphasized in this discussion that continuing education considerably influences the process of teacher identity re (construction) in the face of the identity crisis, which can present itself daily during teachers' activities through self-esteem and self-esteem. uncertainties that arise in the development of teaching. Moreover, it should be noted that the transition from a classroom teacher to a virtual teacher requires a lot of effort, dedication and preparation for new challenges. Therefore, experiences with face-to-face teaching can contribute or create resistance to distance learning, requiring, for example, the breaking of acquired educational cultures and cast in face-to-face teaching. We conclude, therefore, that the constant (re) construction of the teacher's identity is part of the process of resignification of their professional identity and that the way in which continuing education actions are developed impact on this process, since in these spaces there is an exchange of experiences and values, causing a personal identification with a group / person and with the professional teaching culture, from the action of internalization and individualization of the practices in EaD.