Mapping the professional self-concept of researchers in Teaching: a descending hierarchical classification analysis
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n1p139Keywords:
Work’s perception, Area 46, Academic environment, Brazilian researchersAbstract
In this study, we investigated researchers in the CAPES Teaching area (area 46) through the theoretical lens of self-concept. Currently, this area of research in Brazil brings together professionals from various fields, making it plural, multifaceted, and sometimes controversial. To this end, we used a previously validated instrument based on L'Écuyer's integrative model to identify which aspects of the researchers' general self-concept relate to their performance in the area and how this relationship occurs when it does. This delimitation aims to propose the professional self-concept of researchers in Education. Twenty-two researchers from all regions of the country participated in the research. Data analysis was performed using Iramuteq software. Based on descending hierarchical classification analysis, the content of the discourse was segmented into six distinct semantic classes, which were named: Activities, Interpersonal Relationships, Adjustment, Status, Personal Characteristics, and Competence. The results corroborate our initial hypothesis that the professional self-concept of researchers in Education goes beyond the dimension of task execution, as in other professional self-concepts, and approaches a comprehensive performance in which there is no clear distinction between personal and professional views.References
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