LESSONS FROM LITERACY TEACHERS “EXPERIENCED” TO LITERACY "BEGINNING" TEACHERS: CONTRIBUTIONS TO TEACHING PROFESSIONAL DEVELOPMENT

• Autor(a) principal: Bruns, Juliana Pedroso
• Data de Publicação: 2021
• Outros Autores: Rausch, Rita Buzzi
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2294
• topic: desenvolvimento profissional docente; professoras alfabetizadoras; professoras experientes; professoras iniciantes; teacher professional development; literacy teachers; experienced teachers; beginning teachers; desarrollo profesional de maestros; maestros alfabetizadores; maestros experimentados; maestros principiantes

This research aimed to understand the lessons of "experienced" literacy teachers to "beginner" literacy teachers and their contributions to the professional development of teachers. The option for experienced literacy teachers is justified by the trajectory already experienced by six teachers in the exercise of their profession, since they worked for more than fifteen years in the Municipal Education Network of Brusque (SC) as literacy teachers. As a theoretical framework, the contributions of Marcelo García (1999, 2009), Vaillant and Marcelo (2012, 2015, 2017), Imbernón (2010, 2011), and Nóvoa (1992, 1999, 2002, 2009, 2010), Mortatti (2000, 2008), Soares (2004, 2011, 2016), Ferreiro and Teberosky (1999) to dialogue with the narratives of the participating teachers. The research has a qualitative and biographical approach called “life story”, and the data analysis took place through discursive textual analysis. The results showed that the contributions to the professional development of teachers go through training to teach literacy; pedagogical knowledge; specific knowledge of literacy; teaching attitudes and affective ties. This research contributes to literacy teachers because the results can contribute to decrease the dilemmas faced by beginning teachers and value the knowledge built by the experienced teachers over their career. This research can also contribute indirectly to literacy because provide comprehension of teachers development cycle, promoting a journey formative to literacy teachers in different career phases.