Initial Training of Teachers. A Roadmap for the Training Year

• Autor(a) principal: Valente, Maria Goretti
• Data de Publicação: 2014
• Outros Autores: Baptista, José Afonso
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.7559/gestaoedesenvolvimento.2014.266

Teachers are the key elements in a constantly-changing society. They are an important factor in the education of the new generations. It is a profession of great responsibility where the human, scientific and pedagogical components belong together, where the training of these professionals is being given more and more value and thought. The year of training, to which has been given special emphasis, is the one when the students, for the first time, play the role of teachers, applying all the knowledge they have acquired in the university. It is a special moment in their education, a moment when they acquire all the necessary and available information to learn how to teach and it is the supervisors’ duty to integrate these training groups in the educational environment to help them with this task.This learning is not simply to know how to plan lessons or to apply the latest pedagogical strategies. It also requires some attitude to live in an educational community where it is important to get on well with others, in an atmosphere of sharing, mutual help, ability to promote and carry out cultural activities.It is also important to provide them with some knowledge of administrative organization, legislation and a rigorous commitment to continuous training.This article presents a guide to the training year, successfully tested, which can be used as a basis bythe Pedagogical Supervisor of any school, together with his/her trainees, in the organization and planning of the school year.The set of topics and activities presented make it possible the adjustment to the different types of school contexts. The chronological sequence presented is the one that usually occurs throughout a school year. The evolution of progression and pedagogical praxis are enhanced together with the importance of the school atmosphere, of the interpersonal relationships and continuous training. A variety of topics, enabling teachers to enlarge their knowledge and empowering them with the necessary skills to perform different tasks are also suggested.