“I Am a Pibidiana”: Societal Relations As The Locus Of Sustained Development In A Teacher Education Program In Brazil

Kadri, Michele Salles El; Roth, Wolff‐Michael

doi:10.14221/ajte.2013v38n5.7

Cited by 6 publications

(6 citation statements)

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“…The database now consists of more than 8,000 pages of transcripts produced over the two years. Our reflection and other analysis of Aline's trajectory can be seen in El Kadri and Roth (2013) and El Kadri (2014). In this paper, however, my analysis is based on one of these episodes in which Aline self-represents herself as being a pibidiana.…”

Section: Contextmentioning

confidence: 71%

“…As I articulated in the introduction of this paper, on one side, we may understand such representation as a high degree of identification with the profession, as I initially did. My first interpretation (and part of it was published in El Kadri and Roth (2013), was that Aline was exhibiting a voice of pride in working towards the enhancement of education, a voice of identification with teaching. While it may be true that she identified herself with the 'PIBID program', it also may mean something different.…”

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confidence: 99%

“…This is the process of subjectification that is at stake. We live our subjectivities in a social context in which language and culture give meaning to the experience that we have of ourselves and in which we adopt an identity (El Kadri & Roth, 2013). Aline's process of transformation and subjectification was marked by a positive evaluation and commitment to the discourse of being a pibidiana.…”

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confidence: 99%

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<b>The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs

Kadri

2018

Acta Sci. Lang. Cult.

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This paper focuses on an analysis of the pibidian identity as represented by a new teacher as she leaves the program. Thus, it aimed at discussing the fostering of pibidian identity within teacher education programs in Brazil. It is based on studies of the poststructuralist view of identity (Gee, 2001; Silva, 2004; Block, 2007; Woodward, 2011). Data used are extracted from a transcription of a local seminar. The data are analyzed through Critical Discourse analysis (Fairclough, 2003) and the theory of representation of social actors (Van Leuween, 2008). The results show the pibidian identity is constructed through 'differentiation' and 'normalization' and developed as an 'affinity identity'. Thus, it also constructs a 'group identity' and crafts 'agential' ways of positioning.

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Section: Contextmentioning

confidence: 71%

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confidence: 99%

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confidence: 99%

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<b>The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs

Kadri

2018

Acta Sci. Lang. Cult.

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“…In addition, this model engages co-teachers and a small number of students from the class in co-generative after-class dialogues, during which all the participants refer to direct evidence from a recent class in the form of videos and student work and on this basis collaborate on generating possible solutions to instructional problems that anyone of the participants experienced during the class (Tobin, 2006). Several studies have reported on implementing Roth and Tobin's (2002) model of co-teaching (Salles El Kadri & Roth, 2013;Siry & Lang, 2010;Siry, 2011). For example, Siry (2011) explains that while collaborative teaching practices allow novices to engage in the actual activities of teaching at the elbow of more expert educators, co-generative dialogues facilitate the co-teachers' reflections on their shared experiences in the classroom and their deconstruction and planning of alternative instructional activities designed to maximize student learning in the future.…”

Section: Teacher Mentoringmentioning

confidence: 99%

Introducing Co-Teaching and Co-Generative Dialogues in a Pre-Service Teaching Practicum: Stepping in and Remaining Contradictions

Arshavskaya¹

2014

WJEL

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This article reports on collaborative teaching practices and co-generative dialogues incorporated into a Master of Arts (MA) in Teaching English as a Second Language (TESL) practicum at a large northeastern U.S. university with a focus on uncovering the processes associated with learning-to-teach. The paper describes the contents of the existing pre-service teaching practicum as well as the supplementary activities that were introduced. The article presents two main findings: (1) Co-teaching opportunities provided critical support to the pre-service teachers as they began teaching, and (2) Although the co-generative dialogues were set up to mediate a reflexive dialogue around the nature of teaching, we found that the pre-service teachers retained some teaching beliefs that were in conflict with those of the mentors even at the end of the practicum. Despite the extended opportunities to discuss their respective teaching beliefs, the mentors were not prepared to deal with the pre-service teachers' unresolved concerns, which bears important implications for how to prepare mentors to work with novices in the context of an MA TESL practicum.

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“…Thus, it is precisely these two gaps I intent to discuss in this paper: how PIBID should be linked to Teaching practicum and what have I learnedas a teacher educator -from the experience of studying teacher learning within schools. Although I have several papers on the experience of novice teacher's identities within the program ROTH, 2014; MATEUS; EL KADRI, 2012) and a doctoral thesis on novice teachers' transformation (EL KADRI, 2014), this paper departs and expands from the previous research and focuses on my own learninga part of the experience that was not document in the previous papers. Brazil, that is, as learning communities for all the stakeholders involved.…”

mentioning

confidence: 92%

“Being on the same boat”: PIBID AND TEACHING PRACTICUM AS ENHANCEMENT FOR a TEACHER EDUCATORS’ LEARNING

Kadri¹

2015

RVX

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Abstract:Research on PIBID indicates it has fostered changes in the way participants are becoming teachers (CASTELA, 2013b;MATEUS;CASTELA;. However, little has been said about teacher´s educator' learning in this context. Thus, in this paper, I describe the general contributions of participating and writing about PIBID for my own personal development, as the very product of my participation in the program while articulating PIBID and Teaching practicum. Keywords: PIBID; teacher educator; experience.Resumo: Pesquisas sobre o PIBID indicam que o programa tem fomentado mudanças no modo como seus participantes se tornam professores (CASTELA, 2013b;MATEUS;CASTELA;. Contudo, pouco tem se dito sobre o aprendizado de formadores neste contexto. Portanto, nesse artigo, descrevo as contribuições gerais de participar e escrever sobre o PIBID para o meu próprio desenvolvimento enquanto formadora de professores em uma experiência que articula PIBID e a prática de ensino. Palavras-chave: PIBID; formação de formadores; experiência. Beginning the talk"não há ensino sem pesquisa e pesquisa sem ensino [...] Paulo Freire (2002, p.14) PIBID , one of the initiatives taken by Brazilian government on the need to prepare teachers to address the country's demands regarding education, has acted as a catalyst for a massive mobilization of universities in the context of 'National Politicy for Teacher According to the documents of the program, the main tenets for teacher education in PIBID are to promote the integration between theory and practice through the early insertion of novice teachers in public schools and to encourage schools to play more central roles in teacher education by positioning the schoolteachers as co-supervisors.PIBID has been incorporated into several teaching education programs in Brazil.Research on it has shown that PIBID collaborates with the overcoming of gaps in teacher education programs, mainly the gap between theory and practice and the relationship gap between university and school (JUSTINA; RIBEIRO; CASTELA, 2013). It also has provided an appropriate context for the education of language teachers through different frameworks and plans of action (CASTELA, 2013b;MATEUS;. Research has also shown that PIBID has been expanding and presenting more positive results on a daily basis regarding teaching in public schools (ARRUDA; BUENO, 2013). Moreover, it has stimulated changes in the activity of educating English teachers (ORTENZI et al., 2013). It seems to be a consensus that the program has cultivated changes in the way participants are becoming teachers (CASTELA, 2013b;GAFFURI, 2013;JORDÃO et al., 2013 example, demonstrated that executing PIBID alongside the teaching practicum is a great concern to many teacher educators.The main controversial issue of the debate is the fact that CAPES defends the idea that PIBID should not be implemented during the teaching practicum (in this sense, PIBID does not equate to teaching practicum); rather, PIBID's aim should be connecting novice teachers to schools earlier in th...

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“I Am a Pibidiana”: Societal Relations As The Locus Of Sustained Development In A Teacher Education Program In Brazil

Cited by 6 publications

References 39 publications

<b>The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs

<b>The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs

Introducing Co-Teaching and Co-Generative Dialogues in a Pre-Service Teaching Practicum: Stepping in and Remaining Contradictions

“Being on the same boat”: PIBID AND TEACHING PRACTICUM AS ENHANCEMENT FOR a TEACHER EDUCATORS’ LEARNING

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