Self-study and narrative-biographical approaches in teacher education
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Data de Publicação: | 2014 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13331 |
Resumo: | This paper look at the potential of self-study and narrative-biographical approaches in teacher education, based upon the work by Goodson, namely in regard to life histories and an interview to the author, carried out in 2007, by one of the authors of this paper (Maria Inês Marcondes) and by Kelchtermans. Common features between the two approaches will be examined, namely self and reflexivity, context, commitment in regard to social justice/transformation and collaboration. This paper argue that combining the two approaches may offer to researchers and teachers a richer analysis of teacher and school work as well as of training processes. The two approaches may be seen as complementary, each of one offering ways of going beyond the limitations of the other. |
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Self-study and narrative-biographical approaches in teacher educationEl autoestudo y las abordagens narrativo-biográficas en la formación de los profesoresO autoestudo e as abordagens narrativo-biográficas na formação de professoresSelf-study. Narrative-biographical approaches. Lifehistories. Teachereducation.Autoestudo. Abordagem narrativo-biográfica. História de vida. Formação de professores.Autoestudo. Abordagen narrativo-biografica. Historia de vida. Formación de los professores.This paper look at the potential of self-study and narrative-biographical approaches in teacher education, based upon the work by Goodson, namely in regard to life histories and an interview to the author, carried out in 2007, by one of the authors of this paper (Maria Inês Marcondes) and by Kelchtermans. Common features between the two approaches will be examined, namely self and reflexivity, context, commitment in regard to social justice/transformation and collaboration. This paper argue that combining the two approaches may offer to researchers and teachers a richer analysis of teacher and school work as well as of training processes. The two approaches may be seen as complementary, each of one offering ways of going beyond the limitations of the other.Este texto explora las potencialidades del autoestudo e de los aportes narrativo-biograficos en la formación de los professores, com basis en el autor Goodson principalmente en las historias de vida, incluso una entrevista com el propio autor realizada em 2007 por una de las autoras do texto (Maria Ines Marcondes) e de Kelchtermans. Relaciona aspetos comunes entre los dos aportes metodológicos referentes a: el ‘self’ y la reflexividad, el contexto, el compromisso con la justicia social, transformación y colaboración. Defende la idea que la combinación de los aportes pueder ofrir a los investigadores e professores un analisis más potente del trabajo docente y de la realidad escolar, asi como de los procesos de formación, e que esses aportes pueden ser vistos como complementares, cada uno podendo possibilitar la superación de algumas de las limitaciones del outro.Este texto explora as potencialidades do autoestudo e das abordagens narrativo-biográficas na formação de professores, com base nos trabalhos de Goodson, nomeadamente as histórias de vida, incluindo uma entrevista com o autor realizada em 2007 por uma das autoras (Maria Inês Marcondes) e de Kelchtermans. Relaciona aspectos comuns entre as duas metodologias nomeadamente: self e reflexividade, contexto, compromisso com a justiça social, transformação e colaboração. Defende a ideia de que combinar os dois enfoques pode oferecer aos investigadores e professores uma análise mais rica do trabalho docente e da realidade escolar, bem como dos processos de formação, sendo que esses enfoques podem ser vistos como complementares, cada um deles possibilitando superar algumas das limitações do outro.Editora da PUCRS - ediPUCRS2014-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1333110.15448/1981-2582.2014.2.13331Educação; Vol. 37 No. 2 (2014); 297-306Educação; Vol. 37 Núm. 2 (2014); 297-306Educação; v. 37 n. 2 (2014); 297-3061981-25820101-465X10.15448/1981-2582.2014.2reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13331/11742Marcondes, Maria InêsFlores, Maria Assunçãoinfo:eu-repo/semantics/openAccess2021-09-14T18:37:13Zoai:ojs.revistaseletronicas.pucrs.br:article/13331Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:37:13Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Self-study and narrative-biographical approaches in teacher education El autoestudo y las abordagens narrativo-biográficas en la formación de los profesores O autoestudo e as abordagens narrativo-biográficas na formação de professores |
title |
Self-study and narrative-biographical approaches in teacher education |
spellingShingle |
Self-study and narrative-biographical approaches in teacher education Marcondes, Maria Inês Self-study. Narrative-biographical approaches. Lifehistories. Teachereducation. Autoestudo. Abordagem narrativo-biográfica. História de vida. Formação de professores. Autoestudo. Abordagen narrativo-biografica. Historia de vida. Formación de los professores. |
title_short |
Self-study and narrative-biographical approaches in teacher education |
title_full |
Self-study and narrative-biographical approaches in teacher education |
title_fullStr |
Self-study and narrative-biographical approaches in teacher education |
title_full_unstemmed |
Self-study and narrative-biographical approaches in teacher education |
title_sort |
Self-study and narrative-biographical approaches in teacher education |
author |
Marcondes, Maria Inês |
author_facet |
Marcondes, Maria Inês Flores, Maria Assunção |
author_role |
author |
author2 |
Flores, Maria Assunção |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Marcondes, Maria Inês Flores, Maria Assunção |
dc.subject.por.fl_str_mv |
Self-study. Narrative-biographical approaches. Lifehistories. Teachereducation. Autoestudo. Abordagem narrativo-biográfica. História de vida. Formação de professores. Autoestudo. Abordagen narrativo-biografica. Historia de vida. Formación de los professores. |
topic |
Self-study. Narrative-biographical approaches. Lifehistories. Teachereducation. Autoestudo. Abordagem narrativo-biográfica. História de vida. Formação de professores. Autoestudo. Abordagen narrativo-biografica. Historia de vida. Formación de los professores. |
description |
This paper look at the potential of self-study and narrative-biographical approaches in teacher education, based upon the work by Goodson, namely in regard to life histories and an interview to the author, carried out in 2007, by one of the authors of this paper (Maria Inês Marcondes) and by Kelchtermans. Common features between the two approaches will be examined, namely self and reflexivity, context, commitment in regard to social justice/transformation and collaboration. This paper argue that combining the two approaches may offer to researchers and teachers a richer analysis of teacher and school work as well as of training processes. The two approaches may be seen as complementary, each of one offering ways of going beyond the limitations of the other. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-08-11 |
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://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13331 10.15448/1981-2582.2014.2.13331 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13331 |
identifier_str_mv |
10.15448/1981-2582.2014.2.13331 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13331/11742 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Educação; Vol. 37 No. 2 (2014); 297-306 Educação; Vol. 37 Núm. 2 (2014); 297-306 Educação; v. 37 n. 2 (2014); 297-306 1981-2582 0101-465X 10.15448/1981-2582.2014.2 reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
_version_ |
1799128743628767232 |