Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence

Detalhes bibliográficos
Autor(a) principal: Núñez-Moscoso, Javier
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8666761
Resumo: This article study professional practice (practicum) in initial teacher training as a process of acculturation based on the appropriation of knowledge adapted to the school context. The typology of professional knowledge of Shulman (1986, 1987) is mobilized to identify specifics categories to the teaching culture. We study the case of 3 practicing-supervising couples from 3 teacher training centers in Chile. The results reveal that the most significant knowledge for practitioners and supervisors is around the general pedagogy, the characteristics of students and the pedagogical content. With this, it is formed towards a culture where knowledge must adapt to situations by mobilizing what we have called a “situational intelligence” that unfolds in the past (what was done), the present (what is done) and the future (what is planned to do).
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spelling Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligenceLa práctica profesional en la formación inicial del profesorado: de los saberes profesionales a la co-construcción de una inteligencia situacionalPrática profissional na formação inicial de professores: do conhecimento profissional à co-construção de uma inteligência situacionalPrática profissionalAculturaçãoCultura do professorConhecimento dos professoresTreinamento de professorPracticumAcculturationTeachers cultureTeacher knowleadgeTeacher trainingPráctica profesionalAculturaciónCultura del profesoradoSaberes de los profesoresFormación de profesoresThis article study professional practice (practicum) in initial teacher training as a process of acculturation based on the appropriation of knowledge adapted to the school context. The typology of professional knowledge of Shulman (1986, 1987) is mobilized to identify specifics categories to the teaching culture. We study the case of 3 practicing-supervising couples from 3 teacher training centers in Chile. The results reveal that the most significant knowledge for practitioners and supervisors is around the general pedagogy, the characteristics of students and the pedagogical content. With this, it is formed towards a culture where knowledge must adapt to situations by mobilizing what we have called a “situational intelligence” that unfolds in the past (what was done), the present (what is done) and the future (what is planned to do).Este artículo aborda la práctica profesional en la formación inicial del profesorado como un proceso de aculturación basado en la apropiación de saberes adaptados al contexto escolar. Para ello, se moviliza la tipología de saberes profesionales de Shulman (1986, 1987) con el fin de identificar aquellos que le son propios a la cultura del profesorado. Se estudia el caso de 3 parejas practicante-supervisor provenientes de 3 centros de formación del profesorado en Chile. Los resultados revelan que los saberes más significativos para practicantes y supervisores son en torno a la pedagogía general, las características de los alumnos y el contenido pedagógico. Con ello, se forma hacia una cultura profesional donde los saberes deben adaptarse a las situaciones movilizando lo que hemos llamado una “inteligencia situacional” que se despliega en el pasado (lo que se hizo), el presente (lo que se hace) y el futuro (lo que se proyecta hacer).Este artigo aborda a prática profissional na formação inicial de professores como um processo de aculturação a partir da apropriação de saberes adaptados ao contexto escolar. Para isso, mobiliza-se a tipologia de saberes profissionais de Shulman (1986, 1987) no sentido de identificar aqueles que são específicos da cultura do professor. É estudado o caso de 3 casais de supervisores-estagiários de 3 centros de formação de professores no Chile. Os resultados revelam que o conhecimento mais significativo para profissionais e supervisores gira em torno da pedagogia geral, das características dos alunos e do conteúdo pedagógico. Com isso, se forma para uma cultura profissional onde o conhecimento deve se adaptar às situações, mobilizando o que chamamos de “inteligência situacional” que se desdobra no passado (o que foi feito), no presente (o que se fez) e no futuro ( o que você planeja fazer).Universidade Estadual de Campinas2021-08-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8666761Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20180079ESPro-Posições; Vol. 32 (2021): Publicação Contínua; e20180079ESPro-Posições; v. 32 (2021): Publicação Contínua; e20180079ES1980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPspahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8666761/27175Chile; ContemporaryChile; ContemporâneoChile; ContemporáneoCopyright (c) 2021 Javier Núñez-Moscosohttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccess Núñez-Moscoso, Javier2022-03-18T18:45:02Zoai:ojs.periodicos.sbu.unicamp.br:article/8666761Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2022-03-18T18:45:02Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
La práctica profesional en la formación inicial del profesorado: de los saberes profesionales a la co-construcción de una inteligencia situacional
Prática profissional na formação inicial de professores: do conhecimento profissional à co-construção de uma inteligência situacional
title Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
spellingShingle Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
Núñez-Moscoso, Javier
Prática profissional
Aculturação
Cultura do professor
Conhecimento dos professores
Treinamento de professor
Practicum
Acculturation
Teachers culture
Teacher knowleadge
Teacher training
Práctica profesional
Aculturación
Cultura del profesorado
Saberes de los profesores
Formación de profesores
title_short Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
title_full Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
title_fullStr Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
title_full_unstemmed Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
title_sort Professional internship in initial teacher training: from professional knowledge to the co-construction of situational intelligence
author Núñez-Moscoso, Javier
author_facet Núñez-Moscoso, Javier
author_role author
dc.contributor.author.fl_str_mv Núñez-Moscoso, Javier
dc.subject.por.fl_str_mv Prática profissional
Aculturação
Cultura do professor
Conhecimento dos professores
Treinamento de professor
Practicum
Acculturation
Teachers culture
Teacher knowleadge
Teacher training
Práctica profesional
Aculturación
Cultura del profesorado
Saberes de los profesores
Formación de profesores
topic Prática profissional
Aculturação
Cultura do professor
Conhecimento dos professores
Treinamento de professor
Practicum
Acculturation
Teachers culture
Teacher knowleadge
Teacher training
Práctica profesional
Aculturación
Cultura del profesorado
Saberes de los profesores
Formación de profesores
description This article study professional practice (practicum) in initial teacher training as a process of acculturation based on the appropriation of knowledge adapted to the school context. The typology of professional knowledge of Shulman (1986, 1987) is mobilized to identify specifics categories to the teaching culture. We study the case of 3 practicing-supervising couples from 3 teacher training centers in Chile. The results reveal that the most significant knowledge for practitioners and supervisors is around the general pedagogy, the characteristics of students and the pedagogical content. With this, it is formed towards a culture where knowledge must adapt to situations by mobilizing what we have called a “situational intelligence” that unfolds in the past (what was done), the present (what is done) and the future (what is planned to do).
publishDate 2021
dc.date.none.fl_str_mv 2021-08-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8666761
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8666761
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8666761/27175
dc.rights.driver.fl_str_mv Copyright (c) 2021 Javier Núñez-Moscoso
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Javier Núñez-Moscoso
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv Chile; Contemporary
Chile; Contemporâneo
Chile; Contemporáneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20180079ES
Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20180079ES
Pro-Posições; v. 32 (2021): Publicação Contínua; e20180079ES
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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