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

ABSTRACT

This article aims at presenting the emergence of teaching professionality of a student teacher during her first teaching practice, considering the analysis of 3 teaching work dimensions - prescription, real/concrete and representation. The theoretical basis of this study is the sociodiscursive interactionism, concerning a "teaching as work" perspective, and also interactional sociolinguistics studies in order to build up a multimodal data analysis. Data corpus consist on the video recording of the participant's classes; on the prescriptions she received from the teaching practice supervisor, on the class planning of the practice and on the transcription of interviews with the participant, and all data were generated before and after 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 of her own teaching practice, but they also remark some of her difficulties.

Key-words:
Sociodiscursive interactionism; real/concrete work; teaching professionality; teaching education