O ensino da investigação em cursos de formação inicial de professores

• Autor(a) principal: Santos, Paulo Jorge
• Data de Publicação: 2020
• Tipo de documento: Livro
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/130605
• topic: Humanidades; Humanities

There is general agreement today as to the role that the teaching of research in education should play in initial teacher training courses. Students should be encouraged to master research strategies and tools so they become critical consumers of studies in the field of education. More importantly, they should develop an investigative attitude to their own performance, first as teacher trainees and later as teachers, by questioning and transforming their practice, ideally in an effort to effect collective change. However, the way in which this goal can be achieved has been the subject of intense debate, with several proposals presented, some more ambitious than others, which reflect different theoretical positions and institutional frameworks. This paper describes the aims and the evolution of a subject called Educational Research, part of the study plan of the Masters in Teaching taught at the Faculty of Arts and Humanities of the University of Porto since the 2008/2009 academic year. Despite some adjustments introduced over the years, in order to respond to the new challenges that I have had to face, the main principles that structure the subject have remained relatively unchanged. The first is based on the assumption that the researcher's craft is learned in the act of conceiving and implementing a research project, however modest its goals, which underpins my option for research-based learning. The second assumes that teachers are education professionals who must develop team-based pedagogical projects in their schools, that aim to ensure quality learning. Hence the need to promote the development of teamwork skills that underlie my choice for cooperative learning. The data resulting from the grades obtained, pedagogical surveys and the students' evaluations of the subject will be described. Finally, I will point out some changes that I intend to introduce in the near future, taking into account areas that were identified as less successful and that need to be reformulated.