Conceptions and models of teacher training: reflections and potentiality
DOI:
https://doi.org/10.26849/bts.v44i2.530Keywords:
Teaching practice, Reflection, Reasonings, Teacher trainingAbstract
The teaching practice is considered as a field disputed by theoretical and ethical references so that it must be problematized to allow the subjects involved in it to reflect on how their conduct interferes in the educational field, just as their choices impact the development of the learning process. This article deals with the technical, practical and critical reasonings of teacher training, proposing the third as the most pertinent for teachers to develop their roles as agents promoting social reflection.
Downloads
References
COCHRAN-SMITH, M.; LYTLE, S. Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education, London, v. 24, p. 249-305, 1999.
CUNHA, M. I. da. Os conceitos de espaço, lugar e território nos processos analíticos da formação dos docentes universitários. Educação Unisinos, São Leopoldo, v. 12, n. 3. 2008.
DINIZ-PEREIRA, J. E. A pesquisa dos educadores como estratégia para construção de modelos críticos de formação docente. In: DINIZ-PEREIRA, J. E.; ZEICHNER, K. M. (Org.). A pesquisa na formação e no trabalho docente. Belo Horizonte: Autêntica, 2011. p. 93.
DINIZ-PEREIRA, J. E. Da racionalidade técnica à racionalidade crítica: formação docente e transformação social. Perspectivas em Diálogo: revista de educação e sociedade, Naviraí, v. 1, n. 1, p. 34-42, jan./jun. 2014.
FREIRE, P. Pedagogia do oprimido. 17. ed. Rio de Janeiro: Paz e Terra, 1987.
GENTILI, P. Neoliberalismo e educação: manual do usuário. In: GENTILI, P. (Org.). Escola S.A.: quem ganha e quem perde no mercado educacional do neoliberalismo. Brasília, DF: CNTE, 1996.
PARO, V. H. Administração escolar: introdução crítica. São Paulo: Cortez, 1986.
SANTOS, M. Por uma outra globalização: do pensamento único a consciência universal. São Paulo: Record, 2001.
SAVIANI, D. Educação: do senso comum à consciência filosófica. São Paulo: Cortez Autores Associados, 1980.
SCHON, D. The reflective practitioner: how professionals thinking action. New York: Basic Books, 1983.
ZEICHNER, K. M. Uma análise crítica sobre a “reflexão” como conceito estruturante na formação docente. Educação e Sociedade, Campinas, v. 29, n. 103, p. 535-554, maio/ago. 2008.
Downloads
Published
How to Cite
Issue
Section
License
Commitment to the Provision of Creative Commons Licensing
The Senac Journal of Education and Work is per the BY NC license, free of charge and with no commercial purpose.
In submitting their work for evaluation, the authors undertake to make their work available through the Creative Commons-BY NC license at the website <https://br.creativecommons.org>, thus dispensing with the need for signing any other document or contract with Senac to regulate the availability of their works in the Senac Journal of Education and Work.
The author (s) further declare that they recognize the Senac Journal of Education and Work as an open access journal, whose Policies and Authors Guidelines are available to know on its official website, namely - www.bts .senac.br - and that they can be modified at any time, and immediately any new condition published online.
The names and addresses informed in this journal will be used exclusively for the services provided by this publication and are not available for other purposes or to third parties.
