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ESCOLHAS, PERCURSOS E TRAJETÓRIAS DE FORMAÇÃO: REFLEXÕES SOBRE A APRENDIZAGEM PROFISSIONAL DA DOCÊNCIA DE PROFESSORES INICIANTES DE GEOGRAFIA

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Author(s): Alessandra Bernardes | Júlio Emílio Diniz-Pereira

Journal: Olhar de Professor
ISSN 1518-5648

Volume: 15;
Issue: 02;
Start page: 251;
Date: 2012;
Original page

Keywords: Professional learning | Beginning teachers | Geography teaching

ABSTRACT
This paper aims at understanding the processes of beginning Geography teachers’ professional learning in Brazil. The analysis of a questionnaire applied to 9 Geography school teachers provided their profi le, and discussions about: (1) the processes involved in choosing a teacher undergraduate degree in Geography, and (2) the relationship between pre-service teacher education, fi rst years of teaching, and learning to teach. Most school teachers recognize the contributions of their university teacher education programs to their professional practice. They understand their training as an ongoing process, not restricted to technical knowledge. They value the so-called “theoretical foundation” received through attending their university teacher education programs, but they argue for a greater integration between this theoretical learning and the discussion about the school realities. The contact with the school realities provided learning and refl ections about their own practice, and a critical evaluation of the education they received at the university. The knowledge and analysis of these school teachers´ trajectories highlighted a number of elements, and essential evidence to a broader and more complex understanding about the processes involved in beginning teachers´ professional learning to teach.
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