Implications of continuous progress for professional's identity development

Abstract

This research intends to reflect about the implications in the process of continuous progress for the teacher’s professional identity development. Sixty two teachers subscribed in post graduation courses offered by public and private universities from Pernambuco participated. They are professionals who act in all school systems teaching from elementary school to university. Results allow us to verify that, besides the constitutional information of identity, graduation is exetremely valorized by the teachers. Still, it is pointed as a relevant result in this research the influence of continuous progress upon professional identity. The teacher’s bad job conditions, lack of recognizement and social valuing are massively clear in their interviews. Within the tutor’s identity, the crisis is revealed on their day by day through low self-steem and lack of recognizement for others. That way, the results shows that the fact of being a teacher is not what bothers. It is, overall, the social disreputation and the progressive degradation of the profession and their social identity let them unmotivated.