Considerations on the first teaching education and the constitution of teaching professionality

Abstract

This article aims at presenting the emergence of teaching professionalityof a student teacher during her fi rst teaching practice, considering theanalysis of 3 teaching work dimensions – prescription, real/concrete andrepresentation. The theoretical basis of this study is the sociodiscursiveinteractionism, concerning a “teaching as work” perspective, and alsointeractional sociolinguistics studies in order to build up a multimodal dataanalysis. Data corpus consist on the video recording of the participant’sclasses; on the prescriptions she received from the teaching practicesupervisor, on the class planning of the practice and on the transcriptionof interviews with the participant, and all data were generated before andafter her teaching practice. Results, analyzed in a multimodal perspective(taking into account discourse, interactional and non-verbal elements)point out to the position of the training teacher as an active participant ofher own teaching practice, but they also remark some of her diffi culties.