Identity as Study Object of Positive Psychology

Rodrigues, Ana Beatriz Garcia Costa; Stobäus, Claus Dieter; Mosquera, Juan José Mouriño

doi:10.4236/ce.2016.78116

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…If we remember that we must take into account aspects of identity (Rodrigues, Stobäus, & Mosquera, 2016: p. 1119, it should be noted that we must: […] make some links between the constituent elements of the construction of the identity concept in Psychology, with the Positive Psychology, among them well-being, self-esteem, self-image and resilience, trying to delineate the possibility of having the identity (more) healthy, a possible object of study in the field of study. The fact that these concepts also are not static and are due to the subject's interactions with the environment in which it develops leads us to consider that this is a plausible way to add healthy identity of the Positive Psychology study objects.…”

Section: Discussionmentioning

confidence: 99%

Teachers Dealing with Learning Difficulties during the Process of Schooling

Rozek¹,

Stobäus²

2016

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This paper presents a survey that aimed to detect the main learning difficulties presented by children and adolescents who received care in a psycho-pedagogical support service of g to a university in Rio Grande do Sul, between 2011 and 2012. The theoretical framework takes into account authors of Pedagogy, Psychology, Educational Psychology and Inclusive Education. Data collected from medical records of 28 children were analyzed using Content Analysis. The results show a high rate of affective and emotional difficulties of these children. The findings demonstrate the importance of understanding the role of emotional processes in the development of learning disabilities. In addition, it is necessary to reflect on teacher education that problematizes this issues. Education should not be limited to the ownership of a technical instrumental that offers a recipe for efficiency. The development of an appropriate education for children with emotional difficulties necessarily requires a teaching practice that reflects on the teacher-student-family-school relationships, investing in building a dialogue that respects the coexistence between the sides, characterized by listening the other, discovering their desires, understanding and respecting the student as a person who brings/carries their own history with their difficulties. But they should always be seen as a subject endowed with potentialities.

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Section: Discussionmentioning

confidence: 99%

Teachers Dealing with Learning Difficulties during the Process of Schooling

Rozek¹,

Stobäus²

2016

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“…The development themes on self-awareness workshops facilitated reflections on these aspects of malaise, when they experience group activities, new ways of perceiving themselves, promoting aspects in the development of well-being and health motivation. Modernly we believe on the aspects of Heath Psychology and Positive Psychology (Mosquera;, and the construction of the identity (Rodrigues, Stobäus, & Mosquera, 2016).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Motivation Related to Teaching and Learning Processes

Santos¹,

Antunes²,

Mosquera³

et al. 2016

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We use theoretical fields about aspects of the Teaching and Learning processes related to the Motivational Process and reviews elements of the conceptualization of motivation, as a process who involves external/extrinsic and internal/intrinsic components, including elements of interpersonal relationships. The research data are qualitative, using 34 teachers' field diaries, obtained after the workshops developed with them, complemented with our infield (unsystematic) observations, in three schools, about: their pedagogical practice, motivation, aspects of his/her malaise and well-being, reflections about their self-image and self-esteem, autonomy and cooperation for motivation in education. Their qualitative speeches were pointed on field diaries, complemented with observations, obtained in the meetings with these teachers. They are analyzed by Content Analysis Technique and the categories we found are: 1) Initial conceptions that subjects bring on the subject motivation; 2) Relation between malaise/wellbeing and teacher's motivation; 3) Relation among self-image, self-esteem and motivation; 4) Cooperation for motivation in the profession. We stress the need and importance of conducting positive aspects related to the subjectivity aspects of the teacher and students' relationships, remembering that the three components (knowledge, skills and attitudes/affect) interact constantly. We still see that our field research needs to be expanded, with a view to provide continuing education for the teachers (also students and parents) to make them aware of the importance of motivation related to his/her well-being.

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“…O autor tem como uma das conclusões da sua tese que o processo identitário, dos professores envolvidos, é contínuo, flexível e dinâmico interferindo de forma direta nas suas ações pedagógicas. Rodrigues (2016), ao analisar o impacto da gestão no processo identitário de um docente em uma insti-tuição pública de ensino superior, verificou que a prá-tica da gestão provocou mudanças concretas na identidade do docente, tornando-o mais apto ao exercício de condução do cargo de coordenação, levando-a a criar estratégias pessoais para lidar com as pressões institucionais. Para isto, a autora afirmou que o docente em questão, travava, para este fim, lutas pessoais de autoconhecimento e autocontrole e considerou que, de uma forma geral, observa-se que, direta ou indiretamente, sempre há uma articulação entre os processos identitários do docente, as demandas institucionais e suas práticas profissionais.…”

Section: Palabras Claveunclassified

Os Processos Identitários Do Professor E as Relações Com as Suas Práticas Educativas No Ensino Superior: Algumas Reflexões.

Rodrigues

2018

Interfaces Científicas - Educação

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RESUMOO presente artigo tem a intenção de apresentar uma breve reflexão resultante da análise de alguns trabalhos publicados em periódicos nacionais e internacionais referentes aos processos identitários do professor procurando investigar como as publicações sobre identidade docente tem articulado estes processos às práticas e a formação docente. Para a pesquisa e seleção dos textos foram utilizadas as seguintes palavras-chaves: Processos Identitários, Práticas docentes, trajetórias docentes e formação de professores. Foi observado que todos os trabalhos selecionados relacionam os processos identitários às práticas profissionais e à formação docente de forma direta e indireta. Porém não foram encontradas investigações sobre as relações dos processos identitários dos docentes com a percepção da relação ensino-aprendizagem e sobre a formação prospectiva do professor.

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Identity as Study Object of Positive Psychology

Cited by 5 publications

References 13 publications

Teachers Dealing with Learning Difficulties during the Process of Schooling

Teachers Dealing with Learning Difficulties during the Process of Schooling

Teachers’ Motivation Related to Teaching and Learning Processes

Os Processos Identitários Do Professor E as Relações Com as Suas Práticas Educativas No Ensino Superior: Algumas Reflexões.

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