REFLECTIONS ON TEACHER EDUCATION: ITS DETERMINANTS AND IDENTITY IMPLICATIONS

Abstract

This article aims to develop a theoretical and experiential reflection based on the University Teaching discipline in Health: Formation of professional identity, offered by the postgraduate program in Nursing at the Ribeirão Preto School of Nursing, University of São Paulo Program, in the second semester (fall) of 2013. The teacher's work is a process of constant learning, as professional identity is permeated by their daily practices, being built, maintained or modified in the close relationship that individuals have with reality. Discussing teacher training involves a complex activity, and the profession itself involves tensions and dilemmas that constitute the needs and identity of its actors - teachers themselves. Thus, the constitution of teaching identity occurs through the perception of self, of others, and with others, and this plurality experienced in existence is also reflected in the pluralism in which the teaching is practiced.