The contribution of the practices analysis for the professionalization of teachers

Detalhes bibliográficos
Autor(a) principal: Wittorski, Richard
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/3039
Resumo: The article discusses the idea that a reflective activity regarding teaching professional practices allows individuals to be more efficient when starting work. It is based on data from a study on the analysis of the practices proposed by the Institut Universitaire de Formation des Maîtres – IUFM – (Brittany, France) throughout the initial teachers training program. The discussion shows that, although the analysis of the practices stimulate the creation of a narrative space that, through collective exchanges, allows teachers to build organizing principles of practices that have the potential to generate new teaching practices. This process brings to light professionalization paradigms prevailing in the educational field which diverge as regards the role of theory and its articulation with teaching practices.
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spelling The contribution of the practices analysis for the professionalization of teachersLa contribución del análisis de las prácticas a la profesionalización de los profesoresA contribuição da análise das práticas para a profissionalização dos professoresFormação de professoresProfissionalizaçãoPrática de ensinoTeacher educationProfissionalizationEducational practicesFormación del professoradoProfisionalizaciónPráctica docenteThe article discusses the idea that a reflective activity regarding teaching professional practices allows individuals to be more efficient when starting work. It is based on data from a study on the analysis of the practices proposed by the Institut Universitaire de Formation des Maîtres – IUFM – (Brittany, France) throughout the initial teachers training program. The discussion shows that, although the analysis of the practices stimulate the creation of a narrative space that, through collective exchanges, allows teachers to build organizing principles of practices that have the potential to generate new teaching practices. This process brings to light professionalization paradigms prevailing in the educational field which diverge as regards the role of theory and its articulation with teaching practices.Presentando datos de una investigación realizada sobre los dispositivos de análisis de las prácticas propuestos por el Institut Universitaire de Formation des Maîtres – IUFM – (Bretaña, Francia), a lo largo de la formación inicial de los profesores, el artículo problematiza la idea de que una actividad reflexiva sobre las prácticas profesionales docentes permitiría a los individuos ser más eficientes cuando regresen a la situación de trabajo. La discusión realizada indica que, aunque el análisis de las prácticas promueva la creación de un espacio narrativo que, por medio de intercambios colectivos, permite a los profesores construir principios organizadores de prácticas potencialmente generadores de nuevas prácticas docentes, este proceso pone de relieve paradigmas de profesionalización vigentes en el campo educativo que divergen sobre el lugar de la teoría y de su articulación con la práctica docente.Apresentando dados de uma pesquisa realizada sobre os dispositivos de análise das práticas propostos pelo Institut Universitaire de Formation des Maîtres – IUFM – (Bretanha, França), ao longo da formação inicial dos professores, o artigo problematiza a ideia de que uma atividade reflexiva a respeito das práticas profissionais  docentes permitiria aos indivíduos serem mais eficientes quando do retorno à situação de trabalho. A discussão realizada indica que, embora a análise das práticas promova a criação de um espaço narrativo que, por meio de trocas coletivas, permita aos professores construírem princípios organizadores de práticas potencialmente geradores de novas práticas docentes, esse processo traz à tona paradigmas de profissionalização vigentes no campo educacional que divergem quanto ao lugar da teoria e de sua articulação com a prática docente.Fundação Carlos Chagas2014-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3039Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 894-911Cadernos de Pesquisa; Vol. 44 Núm. 154: out./dez.2014; 894-911Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 894-911Cadernos de Pesquisa; v. 44 n. 154: out./dez.2014; 894-9111980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/3039/pdf_14https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessWittorski, Richard2023-11-16T13:22:29Zoai:ojs.publicacoes.fcc.org.br:article/3039Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2023-11-16T13:22:29Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv The contribution of the practices analysis for the professionalization of teachers
La contribución del análisis de las prácticas a la profesionalización de los profesores
A contribuição da análise das práticas para a profissionalização dos professores
title The contribution of the practices analysis for the professionalization of teachers
spellingShingle The contribution of the practices analysis for the professionalization of teachers
Wittorski, Richard
Formação de professores
Profissionalização
Prática de ensino
Teacher education
Profissionalization
Educational practices
Formación del professorado
Profisionalización
Práctica docente
title_short The contribution of the practices analysis for the professionalization of teachers
title_full The contribution of the practices analysis for the professionalization of teachers
title_fullStr The contribution of the practices analysis for the professionalization of teachers
title_full_unstemmed The contribution of the practices analysis for the professionalization of teachers
title_sort The contribution of the practices analysis for the professionalization of teachers
author Wittorski, Richard
author_facet Wittorski, Richard
author_role author
dc.contributor.author.fl_str_mv Wittorski, Richard
dc.subject.por.fl_str_mv Formação de professores
Profissionalização
Prática de ensino
Teacher education
Profissionalization
Educational practices
Formación del professorado
Profisionalización
Práctica docente
topic Formação de professores
Profissionalização
Prática de ensino
Teacher education
Profissionalization
Educational practices
Formación del professorado
Profisionalización
Práctica docente
description The article discusses the idea that a reflective activity regarding teaching professional practices allows individuals to be more efficient when starting work. It is based on data from a study on the analysis of the practices proposed by the Institut Universitaire de Formation des Maîtres – IUFM – (Brittany, France) throughout the initial teachers training program. The discussion shows that, although the analysis of the practices stimulate the creation of a narrative space that, through collective exchanges, allows teachers to build organizing principles of practices that have the potential to generate new teaching practices. This process brings to light professionalization paradigms prevailing in the educational field which diverge as regards the role of theory and its articulation with teaching practices.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3039
url https://publicacoes.fcc.org.br/cp/article/view/3039
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3039/pdf_14
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 894-911
Cadernos de Pesquisa; Vol. 44 Núm. 154: out./dez.2014; 894-911
Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 894-911
Cadernos de Pesquisa; v. 44 n. 154: out./dez.2014; 894-911
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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