Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34632/investigacaoeducacional.2011.3334 |
Resumo: | Available research about teachers’ education has been developing in Portugal from early 1990s. In this paper, the main conclusions of some major literature reviews on teachers education along this period are examined, focusing on the representation they reflect about what means to be a teacher in Portugal in the transition of the millennium – teaching activity and organization of teaching work – and about the more evident conceptions on the nature, construction and use of the specific knowledge required for teaching. Three extensive research reviews, published in 2004, 2005 and 2006, were examined. They cover the period between 1990 and 2006 and focus pre-service and inservice teachers education, supervision and identity, and organization of teaching work in schools. The predominant features evident in these reviews point out to the need of a further clarification of the boundaries of teachers’ education research field, emphasize influence of the perceived nature of the activity of teaching and of the specifi c knowledge it requires over teacher education practices, and illuminate the need to overcoming the traditional dychotomic view of theory-practice as a key question for the field. In methodological terms, , the reviews exhibit an unbalance between types of research, with a strong predominance of descriptive research and case studies, the orientation towards studying conceptions and representations rather than actual teaching and teacher education practices. These aspects contribute to a relatively insufficient clarifi cation of the boundaries of the research field under analysis. |
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Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledgeFormação de professores na investigação portuguesa – um olhar sobre a função do professor e o conhecimento profissionalAvailable research about teachers’ education has been developing in Portugal from early 1990s. In this paper, the main conclusions of some major literature reviews on teachers education along this period are examined, focusing on the representation they reflect about what means to be a teacher in Portugal in the transition of the millennium – teaching activity and organization of teaching work – and about the more evident conceptions on the nature, construction and use of the specific knowledge required for teaching. Three extensive research reviews, published in 2004, 2005 and 2006, were examined. They cover the period between 1990 and 2006 and focus pre-service and inservice teachers education, supervision and identity, and organization of teaching work in schools. The predominant features evident in these reviews point out to the need of a further clarification of the boundaries of teachers’ education research field, emphasize influence of the perceived nature of the activity of teaching and of the specifi c knowledge it requires over teacher education practices, and illuminate the need to overcoming the traditional dychotomic view of theory-practice as a key question for the field. In methodological terms, , the reviews exhibit an unbalance between types of research, with a strong predominance of descriptive research and case studies, the orientation towards studying conceptions and representations rather than actual teaching and teacher education practices. These aspects contribute to a relatively insufficient clarifi cation of the boundaries of the research field under analysis.A investigação disponível sobre formação de professores tem sido relativamente abundante em Portugal desde o início da década de 1990. Neste artigo percorrem- se as conclusões de algumas das revisões de pesquisa sobre formação de professores realizadas desde então, problematizando a sua análise em torno da representação que nos devolvem sobre o que é ser professor na viragem do milénio – função docente e organização do trabalho de ensinar – e quais as conceções mais visíveis sobre a natureza, a construção e o uso do conhecimento necessário ao seu exercício. Procedeu-se a uma seleção de três revisões de pesquisa publicada (2004; 2005; 2006), com incidência temporal entre o início dos anos 1990 e 2006, e enfoque temático sobre formação inicial e contínua, supervisão e identidade, e ainda organização do trabalho docente nas escolas. Os traços dominantes resultantes do confronto destas revisões apontam para a necessidade de clarificar as linhas de pesquisa sobre formação, os conceitos associados à natureza da função e o saber do profissional que é sujeito da formação, e a superação da dicotomia teoria-prática nas abordagens da temática definidora do campo. No plano metodológico assinala-se o desequilíbrio que se evidencia nas revisões analisadas resultante da predominância de estudos de caso e descritivos, orientados mais para conceções que para a ação docente e formativa existente, que constitui outro fator de dificuldade na consolidação da pesquisa sobre formação.Universidade Católica Portuguesa2011-01-01T00:00:00Zjournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34632/investigacaoeducacional.2011.3334oai:ojs.revistas.ucp.pt:article/3334Revista Portuguesa de Investigação Educacional; n. 10 (2011); 139-1552182-46141645-400610.34632/investigacaoeducacional.2011.n10reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/3334https://doi.org/10.34632/investigacaoeducacional.2011.3334https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/3334/3233Direitos de Autor (c) 2011 Maria do Céu Roldãohttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRoldão, Maria do Céu2022-05-24T16:54:47Zoai:ojs.revistas.ucp.pt:article/3334Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T14:57:52.240965Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge Formação de professores na investigação portuguesa – um olhar sobre a função do professor e o conhecimento profissional |
title |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge |
spellingShingle |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge Roldão, Maria do Céu |
title_short |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge |
title_full |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge |
title_fullStr |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge |
title_full_unstemmed |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge |
title_sort |
Teacher training in Portuguese investigation - a look at the role of the teacher and professional knowledge |
author |
Roldão, Maria do Céu |
author_facet |
Roldão, Maria do Céu |
author_role |
author |
dc.contributor.author.fl_str_mv |
Roldão, Maria do Céu |
description |
Available research about teachers’ education has been developing in Portugal from early 1990s. In this paper, the main conclusions of some major literature reviews on teachers education along this period are examined, focusing on the representation they reflect about what means to be a teacher in Portugal in the transition of the millennium – teaching activity and organization of teaching work – and about the more evident conceptions on the nature, construction and use of the specific knowledge required for teaching. Three extensive research reviews, published in 2004, 2005 and 2006, were examined. They cover the period between 1990 and 2006 and focus pre-service and inservice teachers education, supervision and identity, and organization of teaching work in schools. The predominant features evident in these reviews point out to the need of a further clarification of the boundaries of teachers’ education research field, emphasize influence of the perceived nature of the activity of teaching and of the specifi c knowledge it requires over teacher education practices, and illuminate the need to overcoming the traditional dychotomic view of theory-practice as a key question for the field. In methodological terms, , the reviews exhibit an unbalance between types of research, with a strong predominance of descriptive research and case studies, the orientation towards studying conceptions and representations rather than actual teaching and teacher education practices. These aspects contribute to a relatively insufficient clarifi cation of the boundaries of the research field under analysis. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-01-01T00:00:00Z |
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journal article info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34632/investigacaoeducacional.2011.3334 oai:ojs.revistas.ucp.pt:article/3334 |
url |
https://doi.org/10.34632/investigacaoeducacional.2011.3334 |
identifier_str_mv |
oai:ojs.revistas.ucp.pt:article/3334 |
dc.language.iso.fl_str_mv |
por |
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por |
dc.relation.none.fl_str_mv |
https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/3334 https://doi.org/10.34632/investigacaoeducacional.2011.3334 https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/3334/3233 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2011 Maria do Céu Roldão http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2011 Maria do Céu Roldão http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
dc.source.none.fl_str_mv |
Revista Portuguesa de Investigação Educacional; n. 10 (2011); 139-155 2182-4614 1645-4006 10.34632/investigacaoeducacional.2011.n10 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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