Moviment the constitution of the professional identity of mathematics teachers at the early career in a study group

Abstract

This research aims to discuss actions, in the context of a study group, that had the potential to promote the movement of constituting the professional identity of teachers (IPD) of mathematics teachers (PMat) in early career (ID). The group analyzed consisted of five PMat in ID who participated in the formation process online. A qualitative analysis of an interpretative nature was carried out of actions that had the potential to promote the movement of constituting the IPD. The results reveal that discussing the micropolitics of the classroom, studying mathematics and other aspects of the profession, reflecting on colleagues' experiences and sharing aspects of professional practice, knowledge, anxieties and challenges can mobilize conceptions and knowledge about the profession, autonomy (vulnerability and sense of agency), self-knowledge, political commitment and emotions of PMat in ID. Such actions allowed PMat to calm down regarding their concerns, change their relationship with content they did not like or did not master, recognize themselves in their peers, reflect on their decisions, share emotional experiences and negotiate ways of managing them. Formation processes in the form of study groups with PMat in ID can alleviate the loneliness they face during this period, provide them with an opportunity for discussion so that they are heard, legitimized and supported in the construction of strategies to manage their emotional experiences and vulnerabilities, and collaborate to promote the movement to constitute their IPD.