Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Acta Scientiarum. Education (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/20307 |
Resumo: | Discussions on university teaching, teaching initiation and the necessary teacher support during the initial phase of their career are provided. The above mentioned discussions foregrounded a study by a research-formation collaborative Group. Sharing participants in the Group were involved in reflections on their professional practice to (trans)form themselves in the process. The text focused on a Group member, a fledging female professional in university teaching, and the support provided by co-trainers during this difficult phase in her career. Support comprised the provision of conditions for dialogues with the teacher, prompting her to understand the reasons that underlay their practice. Different strategies were used, esp the ‘formation letters’. The above contributed towards the production of an autobiographical narrative in which the professor reflected on her formation process as a professor. The reflective narratives on the teacher’s life, produced within the Group’s mediation and shared with its members, constituted important formation themes not merely for the teacher but also for those who interacted with her in the collaborative Group. |
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Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307Grupo colaborativo e formação docente: diálogos (trans)formadores com uma professora universitária iniciante - doi: 10.4025/actascieduc.v35i2.20307teacher formationuniversity teachingautobiographyresearch-formationinitiation in the teaching professionformação docentedocência universitáriaautobiografiapesquisa-formaçãoiniciação à docênciaDiscussions on university teaching, teaching initiation and the necessary teacher support during the initial phase of their career are provided. The above mentioned discussions foregrounded a study by a research-formation collaborative Group. Sharing participants in the Group were involved in reflections on their professional practice to (trans)form themselves in the process. The text focused on a Group member, a fledging female professional in university teaching, and the support provided by co-trainers during this difficult phase in her career. Support comprised the provision of conditions for dialogues with the teacher, prompting her to understand the reasons that underlay their practice. Different strategies were used, esp the ‘formation letters’. The above contributed towards the production of an autobiographical narrative in which the professor reflected on her formation process as a professor. The reflective narratives on the teacher’s life, produced within the Group’s mediation and shared with its members, constituted important formation themes not merely for the teacher but also for those who interacted with her in the collaborative Group. Este artigo entrecruza discussões sobre a docência universitária, a iniciação à docência e o necessário apoio ao professor na fase inicial da sua carreira. Essas discussões fundamentaram um trabalho realizado por um Grupo colaborativo de pesquisa-formação. Nesse Grupo, de maneira compartilhada, os participantes são envolvidos em reflexões sobre a sua prática profissional com objetivo de se (trans)formarem nesse processo. O texto enfoca o caso de uma integrante do grupo, profissional liberal iniciante na docência universitária, e o apoio fornecido pelos co-formadores nessa difícil fase de sua carreira. Esse apoio visou construir condições de possibilidades para o diálogo com a professora, instigando-a a compreender as razões que movem a sua prática. Diferentes estratégias foram utilizadas para este fim, destacando-se, os ‘diários de aula’, os estudos e discussões no Grupo colaborativo e as ‘cartas de formação’, todas essas contribuindo para produção de uma narrativa autobiográfica na qual a professora faz reflexões sobre o seu processo de formação como docente. As narrativas reflexivas sobre a vida dessa professora, produzidas a partir da mediação do Grupo, e com ele partilhadas, constituíram-se importantes elementos de formação, não só para a professora em questão, mas para os que com ela interagiram no Grupo colaborativo. Universidade Estadual de Maringá2013-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2030710.4025/actascieduc.v35i2.20307Acta Scientiarum. Education; Vol 35 No 2 (2013): July-Dec.; 243-254Acta Scientiarum. Education; v. 35 n. 2 (2013): July-Dec.; 243-2542178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/20307/pdfPerrelli, Maria Aparecida de SouzaGarcia, Luciana Virgili Pedrosoinfo:eu-repo/semantics/openAccess2023-01-12T18:03:39Zoai:periodicos.uem.br/ojs:article/20307Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2023-01-12T18:03:39Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 Grupo colaborativo e formação docente: diálogos (trans)formadores com uma professora universitária iniciante - doi: 10.4025/actascieduc.v35i2.20307 |
title |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 |
spellingShingle |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 Perrelli, Maria Aparecida de Souza teacher formation university teaching autobiography research-formation initiation in the teaching profession formação docente docência universitária autobiografia pesquisa-formação iniciação à docência |
title_short |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 |
title_full |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 |
title_fullStr |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 |
title_full_unstemmed |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 |
title_sort |
Collaborative group and teacher formation: (trans)formation dialogues with a fledging university professor - doi: 10.4025/actascieduc.v35i2.20307 |
author |
Perrelli, Maria Aparecida de Souza |
author_facet |
Perrelli, Maria Aparecida de Souza Garcia, Luciana Virgili Pedroso |
author_role |
author |
author2 |
Garcia, Luciana Virgili Pedroso |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Perrelli, Maria Aparecida de Souza Garcia, Luciana Virgili Pedroso |
dc.subject.por.fl_str_mv |
teacher formation university teaching autobiography research-formation initiation in the teaching profession formação docente docência universitária autobiografia pesquisa-formação iniciação à docência |
topic |
teacher formation university teaching autobiography research-formation initiation in the teaching profession formação docente docência universitária autobiografia pesquisa-formação iniciação à docência |
description |
Discussions on university teaching, teaching initiation and the necessary teacher support during the initial phase of their career are provided. The above mentioned discussions foregrounded a study by a research-formation collaborative Group. Sharing participants in the Group were involved in reflections on their professional practice to (trans)form themselves in the process. The text focused on a Group member, a fledging female professional in university teaching, and the support provided by co-trainers during this difficult phase in her career. Support comprised the provision of conditions for dialogues with the teacher, prompting her to understand the reasons that underlay their practice. Different strategies were used, esp the ‘formation letters’. The above contributed towards the production of an autobiographical narrative in which the professor reflected on her formation process as a professor. The reflective narratives on the teacher’s life, produced within the Group’s mediation and shared with its members, constituted important formation themes not merely for the teacher but also for those who interacted with her in the collaborative Group. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-07-25 |
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/20307 10.4025/actascieduc.v35i2.20307 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/20307 |
identifier_str_mv |
10.4025/actascieduc.v35i2.20307 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/20307/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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 35 No 2 (2013): July-Dec.; 243-254 Acta Scientiarum. Education; v. 35 n. 2 (2013): July-Dec.; 243-254 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|| |
_version_ |
1754842068673363968 |