The mobilization of emotions, moral commitment, and political commitment as dimensions of the movement for the constitution of the professional identity of prospective Mathematics teachers: the Supervised Teaching Practice

This paper analyzes the actions of prospective teachers (PT) associated with emotions, moral commitment, and political commitment that promoted the movement of the constitution of the professional identity (PI) of prospective mathematics teachers (PMT). This study focused on the nine PMTs’ reflections manifested in their final practicum reports and discussions, in the formative context, about the practicum. Given the information, we discuss the mobilization of emotions, moral commitment, and political commitment of the PMTs as dimensions of the movement for the constitution of the PIs of the nine PMTs: Performance during practicum; Practicum planning; Characteristics of students and class; Contextual characteristics that influenced the development of the practicum; Practicum supervision. The actions that promoted this movement were: Considering the role of mathematics in education; Sharing experiences, frustrations, and expectations; Realizing limitations; Reasoning about school routine and planning; Sharing information about nervousness and the desire to be well evaluated. Such actions reveal evidence of the promotion of the movement for the constitution of the PIs of the PMTs. Recognizing and analyzing the mobilization of emotions, moral commitment, and political commitment as dimensions of the PI constitution movement helps us understand the education of the PMTs in its complexity, specifically in the Brazilian scenario.