PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?

Detalhes bibliográficos
Autor(a) principal: El Kadri, Michele Salles
Data de Publicação: 2012
Outros Autores: Campos, Alcione Goncalvez, Fiori-Souza, Adriana Grade
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/8652
Resumo: Attempts to promote pre-service and in-service teacher education have been the object of recent governmental policies. In this article, we have analysed the document that grounds the Educational Development Programme (EDP) proposal, with the purpose of investigating its conceptions of teacher education and the innovative aspects stated in it. This study has an interpretative nature and it uses the 2010 version of the aforementioned document as its corpus. For data analysis, we have used the tenets for documental analysis (BARDIN, 1977). Results indicate that the programme stands out in comparison with traditional teacher training courses; it enables teacher trainers to reconceptualise the syllabus of pre-service teacher education courses; it values both the collective production of knowledge and the conception of schools as a locus for teacher education, and it progresses towards the integration of mediatic and technological resources, contributing to the development of new paradigms in teacher education. Notwithstanding, other research investigations should be carried out in order to corroborate and further explore such aspects.
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spelling PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?Modelo de formação continuada do PDE-PR: o diálogo necessário entre escola básica e ensino superior?Teacher educationPDE-PRIn-service teacher educationFormação de professoresPDE-PRformação continuadaAttempts to promote pre-service and in-service teacher education have been the object of recent governmental policies. In this article, we have analysed the document that grounds the Educational Development Programme (EDP) proposal, with the purpose of investigating its conceptions of teacher education and the innovative aspects stated in it. This study has an interpretative nature and it uses the 2010 version of the aforementioned document as its corpus. For data analysis, we have used the tenets for documental analysis (BARDIN, 1977). Results indicate that the programme stands out in comparison with traditional teacher training courses; it enables teacher trainers to reconceptualise the syllabus of pre-service teacher education courses; it values both the collective production of knowledge and the conception of schools as a locus for teacher education, and it progresses towards the integration of mediatic and technological resources, contributing to the development of new paradigms in teacher education. Notwithstanding, other research investigations should be carried out in order to corroborate and further explore such aspects. Iniciativas que procuram promover a formação de professores – tanto em nível inicial quanto continuado – têm sido objeto de políticas públicas recentes. Neste artigo, analisamos o documento que embasa a proposta do programa PDE, objetivando compreender suas concepções de formação e os aspectos inovadores nele previstos. Esta pesquisa é de natureza interpretativista e utiliza como corpus a versão 2010 do documento síntese do programa PDE-PR. Para a análise dos dados, utilizamos os pressupostos da análise documental (BARDIN, 1977). Os resultados apontam que o programa apresenta indícios de avanço em relação à homogeneidade dos cursos tradicionais de formação continuada, permite que formadores reconceituem o currículo dos cursos de formação inicial, valoriza a produção coletiva do saber e da visão da escola como lócus de formação e avança na sua integração com recursos tecnológicos e midiáticos, colaborando no desenvolvimento de novos paradigmas para a aprendizagem de professores. Contudo, necessita-se de mais pesquisas para que, de fato, possa se afirmar como tais indícios tem se concretizado. Universidade Estadual de Londrina2012-03-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/865210.5433/1519-5392.2011v11n2p121Entretextos; v. 11 n. 2 (2011); 121-1412764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/8652/9924Copyright (c) 2011 Entretextosinfo:eu-repo/semantics/openAccessEl Kadri, Michele SallesCampos, Alcione GoncalvezFiori-Souza, Adriana Grade2021-05-13T13:38:00Zoai:ojs.pkp.sfu.ca:article/8652Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-05-13T13:38Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
Modelo de formação continuada do PDE-PR: o diálogo necessário entre escola básica e ensino superior?
title PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
spellingShingle PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
El Kadri, Michele Salles
Teacher education
PDE-PR
In-service teacher education
Formação de professores
PDE-PR
formação continuada
title_short PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
title_full PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
title_fullStr PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
title_full_unstemmed PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
title_sort PDE-PR in-service teacher education program: the necessary dialogue between regular school and university?
author El Kadri, Michele Salles
author_facet El Kadri, Michele Salles
Campos, Alcione Goncalvez
Fiori-Souza, Adriana Grade
author_role author
author2 Campos, Alcione Goncalvez
Fiori-Souza, Adriana Grade
author2_role author
author
dc.contributor.author.fl_str_mv El Kadri, Michele Salles
Campos, Alcione Goncalvez
Fiori-Souza, Adriana Grade
dc.subject.por.fl_str_mv Teacher education
PDE-PR
In-service teacher education
Formação de professores
PDE-PR
formação continuada
topic Teacher education
PDE-PR
In-service teacher education
Formação de professores
PDE-PR
formação continuada
description Attempts to promote pre-service and in-service teacher education have been the object of recent governmental policies. In this article, we have analysed the document that grounds the Educational Development Programme (EDP) proposal, with the purpose of investigating its conceptions of teacher education and the innovative aspects stated in it. This study has an interpretative nature and it uses the 2010 version of the aforementioned document as its corpus. For data analysis, we have used the tenets for documental analysis (BARDIN, 1977). Results indicate that the programme stands out in comparison with traditional teacher training courses; it enables teacher trainers to reconceptualise the syllabus of pre-service teacher education courses; it values both the collective production of knowledge and the conception of schools as a locus for teacher education, and it progresses towards the integration of mediatic and technological resources, contributing to the development of new paradigms in teacher education. Notwithstanding, other research investigations should be carried out in order to corroborate and further explore such aspects.
publishDate 2012
dc.date.none.fl_str_mv 2012-03-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/8652
10.5433/1519-5392.2011v11n2p121
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/8652
identifier_str_mv 10.5433/1519-5392.2011v11n2p121
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dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/8652/9924
dc.rights.driver.fl_str_mv Copyright (c) 2011 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2011 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 11 n. 2 (2011); 121-141
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
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institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
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