Author(s): Flávia Vieira
Journal: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto
ISSN 1647-8770
Volume: 2;
Issue: 1;
Start page: 9;
Date: 2011;
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Keywords: Educational experience | teacher education | professional didactics
ABSTRACT
The present paper advocates the centrality of experience in theprocess of professional transformation. With reference to a post-graduate course that articulates language education with pedagogical supervision, an approach is proposed where trainee teachers are the main actors in knowledge construction and educational change. In this approach, profissional didactics is the axis for the development of teacher education.Through self-questioning and professional empowerment, and by puttingresearch in the service of pedagogy, teachers explore the space between real and ideal, thus interrogating and reconstructing the meaning of educational experience. From this perspective, professional didactics is didactics-in-motion. It cannot be dissociated from re-signifying experience and is always transitional and unfinished.
Journal: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto
ISSN 1647-8770
Volume: 2;
Issue: 1;
Start page: 9;
Date: 2011;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: Educational experience | teacher education | professional didactics
ABSTRACT
The present paper advocates the centrality of experience in theprocess of professional transformation. With reference to a post-graduate course that articulates language education with pedagogical supervision, an approach is proposed where trainee teachers are the main actors in knowledge construction and educational change. In this approach, profissional didactics is the axis for the development of teacher education.Through self-questioning and professional empowerment, and by puttingresearch in the service of pedagogy, teachers explore the space between real and ideal, thus interrogating and reconstructing the meaning of educational experience. From this perspective, professional didactics is didactics-in-motion. It cannot be dissociated from re-signifying experience and is always transitional and unfinished.
