Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education

Detalhes bibliográficos
Autor(a) principal: Yaegashi, Solange Franci Raimundo
Data de Publicação: 2020
Outros Autores: Shigunov Neto, Alexandre, Ruiz, Nathália Fafarão, Gasparin, João Luiz
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48355
Resumo: The present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schön's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schön, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schön's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts.
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spelling Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher educationLa Teoría de la Actividad de Leontievy el Profesor Reflexivo de Donald Schön: reflexiones sobre la formación de profesoresteacher training; teaching; learning.formación de profesores; enseñanza; aprendizaje.formação de professores; ensino; aprendizagem.The present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schön's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schön, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schön's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts.El presente ensayo teórico pretende analizar la Teoría de la Actividad de Leontiev y la Teoría del Profesor Reflexivo de Donald Schön con el intuito de comprender los puntos en común entre ambas y de qué forma pueden ser relacionadas a la formación de profesores. Leontiev, discípulo de Vygotsky, entiende que el desarrollo humano ocurre en el trabajo y en las relaciones sociales establecidas por los hombres en sus ambientes. Para Schön, la formación de los profesores ocurre en su práctica y en la reflexión sobre esa práctica pedagógica. Por intermedio de la contraposición de los temas puestos de los dos autores, llegamos a la conclusión que la Teoría de la Actividad de Leontiev al considerar que el profesor se perfecciona  al reflejar sobre su práctica pedagógica y, por lo tanto, en el trabajo, actividad principal de su vida. En ese sentido, la formación es, en realidad, auto formación, una vez que los profesores reelaboran saberes iniciales en confrontación con sus experiencias prácticas, cotidianamente vivenciadas en los contextos escolares.Universidade Estadual de Maringá2020-11-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/4835510.4025/actascieduc.v43i1.48355Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e48355Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e483552178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48355/751375151281Copyright (c) 2021 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessYaegashi, Solange Franci RaimundoShigunov Neto, AlexandreRuiz, Nathália FafarãoGasparin, João Luiz2021-09-21T13:26:14Zoai:periodicos.uem.br/ojs:article/48355Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2021-09-21T13:26:14Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
La Teoría de la Actividad de Leontievy el Profesor Reflexivo de Donald Schön: reflexiones sobre la formación de profesores
title Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
spellingShingle Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
Yaegashi, Solange Franci Raimundo
teacher training; teaching; learning.
formación de profesores; enseñanza; aprendizaje.
formação de professores; ensino; aprendizagem.
title_short Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
title_full Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
title_fullStr Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
title_full_unstemmed Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
title_sort Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education
author Yaegashi, Solange Franci Raimundo
author_facet Yaegashi, Solange Franci Raimundo
Shigunov Neto, Alexandre
Ruiz, Nathália Fafarão
Gasparin, João Luiz
author_role author
author2 Shigunov Neto, Alexandre
Ruiz, Nathália Fafarão
Gasparin, João Luiz
author2_role author
author
author
dc.contributor.author.fl_str_mv Yaegashi, Solange Franci Raimundo
Shigunov Neto, Alexandre
Ruiz, Nathália Fafarão
Gasparin, João Luiz
dc.subject.por.fl_str_mv teacher training; teaching; learning.
formación de profesores; enseñanza; aprendizaje.
formação de professores; ensino; aprendizagem.
topic teacher training; teaching; learning.
formación de profesores; enseñanza; aprendizaje.
formação de professores; ensino; aprendizagem.
description The present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schön's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schön, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schön's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48355
10.4025/actascieduc.v43i1.48355
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48355
identifier_str_mv 10.4025/actascieduc.v43i1.48355
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48355/751375151281
dc.rights.driver.fl_str_mv Copyright (c) 2021 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e48355
Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e48355
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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