ABSTRACT
This article analyses the influences of representations or myths about what it is to be a teacher in the (self)perceptions of “digital native” teacher trainees in the face of practices using the smartphone performed by them. Thus, it is discussed ways of understanding identities in post-modernity, placing it in the teacher education field. For this article, it is presented an excerpt from an ethnographic qualitative research that was developed in the context of an English teaching supervised internship, in which it was tried to use the smartphone. It was possible to observe how certain myths or representations of what it is to be a teacher may cause anguish and guilt in some teacher trainees due to the (im)position of a teacher identity considered to be the norm.
Keywords:
identities; teacher education; supervised internship
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Fonte: Questionário final.