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Register of practices and teacher training: reflection, memory and authorship

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Author(s): Amanda Cristina Teagno Lopes Marques | Maria Isabel de Almeida

Journal: Educação : Teoria e Prática
ISSN 1517-9869

Volume: 21;
Issue: 37;
Start page: 169;
Date: 2011;
Original page

Keywords: Register of practices | Pedagogical documentation | Teacher training | Professional development

ABSTRACT
This article aims at analyzing the contribution of the register of practices in the process of inservice training and teacher development. It is organized in three parts: first, we elucidateconcepts of different authors about our object (FREIRE, 1996; GUARNIERI, 2001; SÁ-CHAVES, 2004, WARSCHAUER, 1993, 2001; ZABALZA, 1994, 2004), in the second part, we analyze some register of practices produced by a professor of early childhood education, seeking to highlight elements that indicate the relationship between register, reflection and training; inthe end, we indicate the need to move the register as individual attitude to the register as a collective process, as suggested by the perspective of pedagogical documentation describedin Italian literature (BALSAMO, 1998; BENZONI, 2001; BORGHI, APOSTOLI, 2001; GANDINI, GOLDHABER, 2002). The register of practices can contribute to the processes of professional and organizational development, in a reflective school (ALARCÃO, 2002, 2003) and trulypublic because it makes visible to society by documentation of the experiences that teachersand children build together (MALAGUZZI, 1999).
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