Teacher professional development: conceptual and practical aspects

Detalhes bibliográficos
Autor(a) principal: Hobold, Márcia Souza
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/10336
Resumo: This article aims to discuss the concept of teacher professional development and its implication in the teacher education processes of Marcelo García (1999) and Oliveira-Formosinho’s (2009) studies. The following basic questions form the basis of the discussion: What teaching practices can contribute to the teacher development process? What reflections are necessary so that the work space, that is, the school and its specificities can participate in the professional development process of the teachers? The results of this conceptual reflection show the need to research and value the formative spaces of teachers, in order to prioritize mainly the intentionality of working on the personal dimension of the teacher in the formative spaces of teachers, whether initial or continuing teacher education.   Keywords: Teacher professional development. Teacher education. Beliefs in teaching practice.
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spelling Teacher professional development: conceptual and practical aspectsDesarrollo profesional de los profesores: aspectos conceptuales y prácticosDesenvolvimento profissional dos professores: aspectos conceituais e práticosThis article aims to discuss the concept of teacher professional development and its implication in the teacher education processes of Marcelo García (1999) and Oliveira-Formosinho’s (2009) studies. The following basic questions form the basis of the discussion: What teaching practices can contribute to the teacher development process? What reflections are necessary so that the work space, that is, the school and its specificities can participate in the professional development process of the teachers? The results of this conceptual reflection show the need to research and value the formative spaces of teachers, in order to prioritize mainly the intentionality of working on the personal dimension of the teacher in the formative spaces of teachers, whether initial or continuing teacher education.   Keywords: Teacher professional development. Teacher education. Beliefs in teaching practice.El presente artículo tiene como objetivo discutir el concepto de desarrollo profesional docente y su implicación en los procesos formativos de profesores de los estudios de Marcelo García (1999) y Oliveira-Formosinho (2009). Las siguientes cuestiones básicas fundamentan la discusión: ¿Qué prácticas docentes pueden contribuir para el proceso de desarrollo de los profesores? ¿Qué reflexiones son necesarias para que el espacio de trabajo, o sea, la escuela y sus especificidades puedan participar del proceso de desarrollo profesional de los docentes? Los resultados de esta reflexión conceptual muestran la necesidad de investigar y valorar los espacios formativos de profesores, principalmente priorizando la intencionalidad de trabajar las cuestiones de la dimensión personal del profesor, en los espacios formativos de los profesores, ya sean de formación inicial o continuada de profesores.   Palabras clave: Desarrollo profesional docente. Formación de profesores. Creencias en la práctica docente.O presente artigo tem como objetivo discutir o conceito de desenvolvimento profissional docente e sua implicação nos processos formativos de professores dos estudos de Marcelo García (1999) e Oliveira-Formosinho (2009). As seguintes questões basilares fundamentam a discussão: Que práticas docentes podem ser contributivas para o processo de desenvolvimento dos professores? Que reflexões são necessárias para que o espaço de trabalho, ou seja, a escola e suas especificidades possam participar do processo de desenvolvimento profissional dos docentes?  Os resultados dessa reflexão conceitual mostram a necessidade de pesquisar e de valorizar os espaços formativos de professores, de forma a priorizar, principalmente, a intencionalidade de trabalhar as questões da dimensão pessoal do professor nos espaços formativos dos professores, sejam eles de formação inicial ou continuada de professores.    Palavras-chave: Desenvolvimento profissional docente. Formação de professores. Crenças na prática docente.Universidade Estadual de Ponta Grossa2017-12-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1033610.5212/PraxEduc.v.13i2.0010Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-442Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-442Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-442Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-4421809-43091809-403110.5212/PraxEduc.v.13i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10336/6245https://revistas.uepg.br/index.php/praxiseducativa/article/view/10336/209209213103Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessHobold, Márcia Souza2020-04-15T15:19:00Zoai:uepg.br:article/10336Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T15:19Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Teacher professional development: conceptual and practical aspects
Desarrollo profesional de los profesores: aspectos conceptuales y prácticos
Desenvolvimento profissional dos professores: aspectos conceituais e práticos
title Teacher professional development: conceptual and practical aspects
spellingShingle Teacher professional development: conceptual and practical aspects
Hobold, Márcia Souza
title_short Teacher professional development: conceptual and practical aspects
title_full Teacher professional development: conceptual and practical aspects
title_fullStr Teacher professional development: conceptual and practical aspects
title_full_unstemmed Teacher professional development: conceptual and practical aspects
title_sort Teacher professional development: conceptual and practical aspects
author Hobold, Márcia Souza
author_facet Hobold, Márcia Souza
author_role author
dc.contributor.author.fl_str_mv Hobold, Márcia Souza
description This article aims to discuss the concept of teacher professional development and its implication in the teacher education processes of Marcelo García (1999) and Oliveira-Formosinho’s (2009) studies. The following basic questions form the basis of the discussion: What teaching practices can contribute to the teacher development process? What reflections are necessary so that the work space, that is, the school and its specificities can participate in the professional development process of the teachers? The results of this conceptual reflection show the need to research and value the formative spaces of teachers, in order to prioritize mainly the intentionality of working on the personal dimension of the teacher in the formative spaces of teachers, whether initial or continuing teacher education.   Keywords: Teacher professional development. Teacher education. Beliefs in teaching practice.
publishDate 2017
dc.date.none.fl_str_mv 2017-12-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10336
10.5212/PraxEduc.v.13i2.0010
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/10336
identifier_str_mv 10.5212/PraxEduc.v.13i2.0010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10336/6245
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10336/209209213103
dc.rights.driver.fl_str_mv Copyright (c) 2017 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Práxis Educativa
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-442
Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-442
Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-442
Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 425-442
1809-4309
1809-4031
10.5212/PraxEduc.v.13i2
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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