A experiência educativa como espaço de (trans)formação profissional

Detalhes bibliográficos
Autor(a) principal: Vieira, Flávia
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://ojs.letras.up.pt/index.php/LinguarumArena/article/view/3989
Resumo: The present paper advocates the centrality of experience in the process of professional transformation. With reference to a post-graduate course that articulates language education with pedagogical supervision, an approach is proposed where trainee teachers are the main actors in knowledge construction and educational change. In this approach, profissional didactics is the axis for the development of teacher education. Through self-questioning and professional empowerment, and by putting research in the service of pedagogy, teachers explore the space between real and ideal, thus interrogating and reconstructing the meaning of educational experience. From this perspective, professional didactics is didactics-in-motion. It cannot be dissociated from re-signifying experience and is always transitional and unfinished.
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spelling A experiência educativa como espaço de (trans)formação profissionalArtigosThe present paper advocates the centrality of experience in the process of professional transformation. With reference to a post-graduate course that articulates language education with pedagogical supervision, an approach is proposed where trainee teachers are the main actors in knowledge construction and educational change. In this approach, profissional didactics is the axis for the development of teacher education. Through self-questioning and professional empowerment, and by putting research in the service of pedagogy, teachers explore the space between real and ideal, thus interrogating and reconstructing the meaning of educational experience. From this perspective, professional didactics is didactics-in-motion. It cannot be dissociated from re-signifying experience and is always transitional and unfinished.FLUP2018-05-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://ojs.letras.up.pt/index.php/LinguarumArena/article/view/3989por1647-8770Vieira, Fláviainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-01-13T07:01:14Zoai:ojs.letras.up.pt/ojs:article/3989Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:31:37.470474Repositório 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 A experiência educativa como espaço de (trans)formação profissional
title A experiência educativa como espaço de (trans)formação profissional
spellingShingle A experiência educativa como espaço de (trans)formação profissional
Vieira, Flávia
Artigos
title_short A experiência educativa como espaço de (trans)formação profissional
title_full A experiência educativa como espaço de (trans)formação profissional
title_fullStr A experiência educativa como espaço de (trans)formação profissional
title_full_unstemmed A experiência educativa como espaço de (trans)formação profissional
title_sort A experiência educativa como espaço de (trans)formação profissional
author Vieira, Flávia
author_facet Vieira, Flávia
author_role author
dc.contributor.author.fl_str_mv Vieira, Flávia
dc.subject.por.fl_str_mv Artigos
topic Artigos
description The present paper advocates the centrality of experience in the process of professional transformation. With reference to a post-graduate course that articulates language education with pedagogical supervision, an approach is proposed where trainee teachers are the main actors in knowledge construction and educational change. In this approach, profissional didactics is the axis for the development of teacher education. Through self-questioning and professional empowerment, and by putting research in the service of pedagogy, teachers explore the space between real and ideal, thus interrogating and reconstructing the meaning of educational experience. From this perspective, professional didactics is didactics-in-motion. It cannot be dissociated from re-signifying experience and is always transitional and unfinished.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-15
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.letras.up.pt/index.php/LinguarumArena/article/view/3989
url https://ojs.letras.up.pt/index.php/LinguarumArena/article/view/3989
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv 1647-8770
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FLUP
publisher.none.fl_str_mv FLUP
dc.source.none.fl_str_mv 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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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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