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FORMAÇÃO INICIAL E PRÁTICA DOCENTE: PERCEPÇÕES DE FUTURAS PROFESSORAS

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Author(s): Sydione Santos

Journal: Olhar de Professor
ISSN 1518-5648

Volume: 15;
Issue: 02;
Start page: 355;
Date: 2012;
Original page

Keywords: Teaching | Teacher Education | Initial Education | Narratives

ABSTRACT
This article focuses on teachers’ initial education and its relation to teaching practice. It shares refl ections about data obtained in a research aimed at analyzing how future teachers from the Pedagogy Course describe and understand the teaching and learning process taking into account their experiences in literacy classes. This research is carried out in the context of the Institutional Scholarship Program of Teacher Initiation (PIBID, in the Portuguese acronym), and it is supported by theories about teacher knowledge, refl exivity and action-research. The fi rst phase of the investigation included an exploratory and interpretative study using narratives as sources of data generation. Initial data indicated the potential of the formative processes experienced, highlighting the emergence of a refl ective and investigative attitude in teaching. It was also concluded that observation, thematization and problematization of experiences are processes articulated and inherent to the teaching practice, therefore, these processes should be provided during the initial professional-academic education of teachers.
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