It is common to hear that teachers play an extremely important role in society. This statement motivated this doctoral research, whose theme was defined after extensive literature review. There is a lack of educational comparative and international studies that deal with the perception of (future) teachers about what being a teacher is like. In particular, it was noticed the lack of studies in comparative education between Brazil and Sweden, as well as the absence of these studies when it comes to higher education. The objective of this research is to investigate and compare the social representations of non-traditional student teachers on the teaching profession in an educational and compared context between Brazil, Sweden and Germany. The non-traditional nomenclature is used to describe students who were usually deprived from higher education, who have been changing the university scenario because of the mass education phenomenon, and who are the first in their families who enter university. Germany student teachers were included in the investigation because Germany is the largest economic power in Europe. The theories that guide this research are studies in international and comparative education and the theory of social representations of French tradition. The discourse of the collective subject theory guides the analysis of the data collected through semi-structured interviews performed in English, Portuguese and German. Here, we present a partial result of the investigation: the similarities and differences among the social representations about being teachers by non-traditional student teachers in Sweden and Germany.
Patricia Lana Pinheiro, UNESP-Marília, Brazil
Stream: Higher education
This paper is part of the ECE2015 Conference Proceedings (View)
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