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Social representations about children and being nursery school teachers held by pedagogy undergraduates from UFMS and UNESP

Author(s): Sílvia Adriana Rodrigues | Célia Maria Guimarães | Claudia Cristina Garcia Piffer

Journal: Práxis Educativa
ISSN 1809-4031

Volume: 6;
Issue: 2;
Start page: 289;
Date: 2011;
Original page

Keywords: Social representations | Nursery education | Teacher training

This text presents the preliminary results of an ongoing research that, based on Moscovici’s Social Representation Theory, investigates the interference of initial training processes in the representations that students from two different courses of Education has and build about the pedagogical work in Nursery Education (NE). The study is longitudinal in nature and accompanies the students in their initial training process, from 2009 to 2012, using questionnaires and interviews as data collection tools. Thus, in this article we will consider the analysis of representations about children and what it is and how it is to be a nursery education teacher. The data indicate no elaboration on what it is and how it is to be a teacher of young children, nor on the specifi city of the educational work in NE, allowing us to state that in both groups the use of the terms teacher and child is related to the work developed in Primary Education.

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