Teacher education and pedagogical practice: analysis on the nature of teacher knowledge

Detalhes bibliográficos
Autor(a) principal: Macenhan, Camila
Data de Publicação: 2017
Outros Autores: Tozetto, Susana Soares, Brandt, Celia Finck
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8738
Resumo: This paper deals with teacher knowledge, with the aim of unveiling, through inferential interpretations, the teacher knowledge of the early childhood teacher when facing pedagogical practice. The investigation involved four early childhood education teachers, employed observations and interviews as data collection and relied on content analysis (BARDIN, 2011) to treat the empirical information. The foundations used in the research involve studies of Tardif (2002), Gauthier et al. (2006) and Gimeno Sacristán (1999). The results show that teacher knowledge originates both from teacher education courses and their personal and professional experiences. The aforementioned moments provide elements that constitute knowledge learning sources that, in turn, go through development processes and are mobilized during teaching practice so as to influence their practice and receive interference from it.   Keywords: Teacher knowledge. Teacher education. Pedagogical practice.
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spelling Teacher education and pedagogical practice: analysis on the nature of teacher knowledgeFormación de maestros y la práctica pedagógica: un análisis sobre la naturaleza de los saberes docentesFormação de professores e prática pedagógica: uma análise sobre a natureza dos saberes docentesThis paper deals with teacher knowledge, with the aim of unveiling, through inferential interpretations, the teacher knowledge of the early childhood teacher when facing pedagogical practice. The investigation involved four early childhood education teachers, employed observations and interviews as data collection and relied on content analysis (BARDIN, 2011) to treat the empirical information. The foundations used in the research involve studies of Tardif (2002), Gauthier et al. (2006) and Gimeno Sacristán (1999). The results show that teacher knowledge originates both from teacher education courses and their personal and professional experiences. The aforementioned moments provide elements that constitute knowledge learning sources that, in turn, go through development processes and are mobilized during teaching practice so as to influence their practice and receive interference from it.   Keywords: Teacher knowledge. Teacher education. Pedagogical practice.El presente texto trata del saber docente, con el objetivo central de revelar, a través de interpretaciones inferenciales, la naturaleza del saber docente del maestro de Educación Infantil ante la práctica pedagógica. En la investigación participaron cuatro maestras de Educación Infantil, se utilizaron las observaciones y entrevistas para la recogida de datos y se contó con el Análisis de Contenido (BARDIN, 2011) para el tratamiento de las informaciones empíricas. Los fundamentos utilizados en la investigación incluyen estudios de Tardif (2002), Gauthier et al. (2006) y Gimeno Sacristán (1999). Los resultados muestran que los saberes docentes se originan tanto de los cursos de formación de maestros, como de sus experiencias personales y profesionales. Los momentos citados proporcionan elementos que constituyen fuentes de aprendizaje de conocimientos que, a su vez, pasan por procesos de desarrollo y son movilizados en la práctica pedagógica con el fin de influir y recibir interferencias de esta práctica.   Palabras clave: Saberes docentes. Formación de maestros. Práctica pedagógica.O presente texto tem como objeto o saber docente, com o objetivo central de desvelar, por meio de interpretações inferenciais, o saber do professor da Educação Infantil diante da prática pedagógica. A investigação envolveu quatro (4) professoras da Educação Infantil, utilizou as observações e as entrevistas para a coleta dos dados e contou com a Análise de Conteúdo (BARDIN, 2011) para o tratamento das informações empíricas. Os fundamentos utilizados na pesquisa envolvem estudos de Tardif (2002), Gauthier et al. (2006) e Gimeno Sacristán (1999). Os resultados mostram que os saberes docentes originam tanto dos cursos de formação de professores quanto de suas experiências pessoais e profissionais. Os momentos citados fornecem elementos que constituem fontes de aprendizagem dos saberes que, por sua vez, passam por processos de desenvolvimento e são mobilizados na prática pedagógica de modo a influenciar e receber interferências dessa prática.   Palavras-chave: Saberes docentes. Formação de professores. Prática pedagógica.Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/873810.5212/PraxEduc.v.11i2.0011Práxis Educativa; Vol. 11 No. 2 (2016); 505-525Práxis Educativa; Vol. 11 Núm. 2 (2016); 505-525Práxis Educativa; V. 11 N. 2 (2016); 505-525Práxis Educativa; v. 11 n. 2 (2016); 505-5251809-43091809-403110.5212/PraxEduc.v.11i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/8738/5156Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessMacenhan, CamilaTozetto, Susana SoaresBrandt, Celia Finck2020-04-07T00:20:14Zoai:uepg.br:article/8738Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-07T00:20:14Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
Formación de maestros y la práctica pedagógica: un análisis sobre la naturaleza de los saberes docentes
Formação de professores e prática pedagógica: uma análise sobre a natureza dos saberes docentes
title Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
spellingShingle Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
Macenhan, Camila
title_short Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
title_full Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
title_fullStr Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
title_full_unstemmed Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
title_sort Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
author Macenhan, Camila
author_facet Macenhan, Camila
Tozetto, Susana Soares
Brandt, Celia Finck
author_role author
author2 Tozetto, Susana Soares
Brandt, Celia Finck
author2_role author
author
dc.contributor.author.fl_str_mv Macenhan, Camila
Tozetto, Susana Soares
Brandt, Celia Finck
description This paper deals with teacher knowledge, with the aim of unveiling, through inferential interpretations, the teacher knowledge of the early childhood teacher when facing pedagogical practice. The investigation involved four early childhood education teachers, employed observations and interviews as data collection and relied on content analysis (BARDIN, 2011) to treat the empirical information. The foundations used in the research involve studies of Tardif (2002), Gauthier et al. (2006) and Gimeno Sacristán (1999). The results show that teacher knowledge originates both from teacher education courses and their personal and professional experiences. The aforementioned moments provide elements that constitute knowledge learning sources that, in turn, go through development processes and are mobilized during teaching practice so as to influence their practice and receive interference from it.   Keywords: Teacher knowledge. Teacher education. Pedagogical practice.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-21
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://revistas.uepg.br/index.php/praxiseducativa/article/view/8738
10.5212/PraxEduc.v.11i2.0011
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/8738
identifier_str_mv 10.5212/PraxEduc.v.11i2.0011
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/8738/5156
dc.rights.driver.fl_str_mv Copyright (c) 2016 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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. 11 No. 2 (2016); 505-525
Práxis Educativa; Vol. 11 Núm. 2 (2016); 505-525
Práxis Educativa; V. 11 N. 2 (2016); 505-525
Práxis Educativa; v. 11 n. 2 (2016); 505-525
1809-4309
1809-4031
10.5212/PraxEduc.v.11i2
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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