ABSTRACT:
This paper aimed to analyze the mobilization of teaching knowledge and the process of building the teaching identity of students in a Bachelor's Degree course in Biological Sciences. To do so, semi-structured interviews were conducted with six undergraduate students finishing the course. The interviews were audio recorded and later transcribed and analyzed through a qualitative approach, using the hermeneutic-dialectic method. Through this analysis two categories emerged: Spaces of (re)construction and mobilization of knowledge and Feeling like a teacher: professional identities under construction. The results showed the construction and mobilization of a series of knowledges inherent to the teaching profession that, in turn, carry traces of the students' teaching identity. Moreover, they revealed that this identity is changeable, collectively built, depends on the recognition of other social actors involved in this process for it to be assumed and is based mainly on two types of knowledge: the disciplinary and the experiential.
Keywords:
teacher education; teacher knowledge; teacher identity