Device for supporting beginning teachers: the structuring components of a community of practice

• Autor(a) principal: Barroso, Elena
• Data de Publicação: 2022
• Outros Autores: Garcette, Lorena Cruz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/16543
• topic: Comunidad de prácticas. Dispositivo pedagógico. Formación centrada en la escuela. Análisis de la práctica docente.; Community of practice. Pedagogical device. School-centered training. Analysis of teaching practice.; Comunidade de práticas. Dispositivo pedagógico. Formação centrada na escola. Análise da prática docente.

This paper refers to a research work that aims to analyze and document the design and development of a community of practice as a training device for the support of beginning teachers, graduates of a university degree program in education sciences, who start working as teachers in the pedagogical consultancies of secondary schools, in the framework of the continuing education of young people and adults, in Mendoza, Argentina. The work is framed by the foundations of communities of practice, school-centered teacher professional development, and the notion of the training device. The research methodology is a case study under the hermeneutic-interpretative perspective. The aim of the paper is to present some advances in the research results that refer to the objective components of this pedagogical device: spatial and temporal framing; theoretical framing of the work methods; themes and problems of treatment; cognitive and emotional components; subjects and functions. This set of components provides and creates a scenario and a dynamic that allows the support practices to take place and that is also centered on the analysis and reflection of the practice of the beginning teacher, which enables us to propose the communities of practice as a pedagogical device conducive to the training of beginners.