SER professor: mediação de competências socioemocionais no Estágio Supervisionado em Letras

Abstract

This study aims at understanding students’ socioemotional aspects influence towards facing pre-service teaching from a teacher education program at a public university, in order to see whether both the reflection and the sharing of such aspects contribute to building up some teacher identity. For this purpose, an extension project was designed, concerning two undergraduate disciplinary courses: Pre-service Teaching II, and Psychology, by devising and applying data-collection questionnaires. The study is within the scope of Applied Linguistics, for it articulates fields of knowledge. It also figures as a case study that seeks to describe the implementation and assessment of some interventions as an inter/transdisciplinary attitude about a theme whose research is still incipient in Brazil: teacher training in teaching education programs in terms of socioemotional competences. Results indicate socioemotional aspects influence in facing the pre-service teaching journey, which begins earlier than the practice itself. The contribution for teacher identity development could be seen not only in the acknowledgement of socioemotional competences in the description of the pre-service teachers’ own professional identities, but also in some student-teachers’ awakening of a desire for the profession during their pre-service experience. It thereby reinforces the importance of tackling the issue in initial teacher education programs.