Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/7090 |
Resumo: | This study aims to analyze how teachers who work in initial teacher training develop the formative process contributing to new teachers training who are, preferably, connected with teaching demands in contemporary times. For this, a descriptive qualitative research was developed, in which ten professors who work in a Degree course participated. When performing the data analysis, five themes were highlighted, namely: teaching professional trajectory influence; professional training profile; didactic-pedagogical intentionalities, or teachers focus and direction to teaching; reflections seeking growth and professional improvement; and, the conception of what makes a good teacher to act in the initial training of future teachers. We conclude that a qualified training movement is articulated with dialogic and plural learning interactions development, a perspective which requires a willingness to learn to be a teacher and requires a constant reflection process, both for teachers working in initial training, as well as academics training. In this reflexive movement between teachers and future teachers, it is possible to develop a formative process based on teaching demands in contemporary times. |
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Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institutionFormación inicial de profesores conectados con las demandas docentes en la contemporaneidad: tematizando el contexto de una institución particularFormação inicial de professores conectados com as demandas da docência na contemporaneidade: tematizando o contexto de uma instituição particular Formação de professoresReflexividade docenteEstratégias didático-pedagógicasFormación de profesoresReflexividad del profesorEstrategias didáctico-pedagógicasTeacher trainingTeaching reflexivityDidactic-pedagogical strategiesThis study aims to analyze how teachers who work in initial teacher training develop the formative process contributing to new teachers training who are, preferably, connected with teaching demands in contemporary times. For this, a descriptive qualitative research was developed, in which ten professors who work in a Degree course participated. When performing the data analysis, five themes were highlighted, namely: teaching professional trajectory influence; professional training profile; didactic-pedagogical intentionalities, or teachers focus and direction to teaching; reflections seeking growth and professional improvement; and, the conception of what makes a good teacher to act in the initial training of future teachers. We conclude that a qualified training movement is articulated with dialogic and plural learning interactions development, a perspective which requires a willingness to learn to be a teacher and requires a constant reflection process, both for teachers working in initial training, as well as academics training. In this reflexive movement between teachers and future teachers, it is possible to develop a formative process based on teaching demands in contemporary times.Este estudio tiene como objetivo analizar cómo los docentes que actúan en la formación inicial de profesores desarrollan el proceso formativo para contribuir con la formación de nuevos docentes que estén, preferencialmente, conectados con las demandas de la docencia en el tiempo contemporáneo. Para eso, se desarrolló una investigación descriptiva cualitativa, da cual participaron diez profesores que actúan en un curso de Licenciatura. Al realizar el análisis de los datos, se destacaron cinco temas, a saber: la influencia que tiene la trayectoria profesional en la docencia; perfil de formación profesional; intencionalidades didáctico-pedagógicas, o el enfoque y dirección que dan los docentes a la docencia; reflexiones en busca de crecimiento y calificación profesional; y, la concepción de lo que es un buen docente para actuar en la formación inicial de futuros docentes. Concluimos que un movimiento de formación calificado se articula con el desarrollo de interacciones dialógicas y plurales de aprendizaje, perspectiva que requiere la voluntad de aprender a ser docente y requiere un proceso de reflexión constante, tanto para los docentes de la formación inicial, como para los académicos en formación. Creemos que el movimiento reflexivo entre profesores y futuros profesores, puede tornar posible o desarrollo de un proceso formativo basado en las exigencias de la docencia en la época contemporánea.Este estudo objetiva analisar como os professores que atuam na formação inicial de novos professores desenvolvem o processo formativo para contribuir com a formação de novos docentes que estejam, preferencialmente, conectados com as demandas da docência na contemporaneidade. Para isso foi desenvolvida uma pesquisa qualitativa descritiva, da qual participaram dez docentes que atuam num curso de Licenciatura. Ao realizar a análise dos dados, destacaram-se cinco temáticas, a saber: a influência que a trajetória profissional exerce sobre a docência; perfil de formação profissional; intencionalidades didático-pedagógicas, ou o enfoque e direcionamento conferidos pelos professores ao ensino; as reflexões buscando crescimento e aprimoramento profissional; e, a concepção do que vem a ser um bom professor para atuar na formação inicial de futuros professores. Concluímos que um movimento formativo qualificado está articulado com o desenvolvimento de interações dialógicas e plurais de aprendizagens, perspectiva esta que exige uma disposição para aprender a ser docente e requer um processo de reflexão constante, tanto dos professores que atuam na formação inicial, quanto dos acadêmicos em formação. Neste movimento reflexivo entre professores e futuros professores é oportunizado o desenvolvimento de um processo formativo pautado pelas demandas da docência na contemporaneidade.Research, Society and Development2020-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/709010.33448/rsd-v9i10.7090Research, Society and Development; Vol. 9 No. 10; e8509107090Research, Society and Development; Vol. 9 Núm. 10; e8509107090Research, Society and Development; v. 9 n. 10; e85091070902525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/7090/8284Copyright (c) 2020 Ivan Carlos Bagnara; Adair Adamshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBagnara, Ivan CarlosAdams, Adair2020-10-31T12:03:23Zoai:ojs.pkp.sfu.ca:article/7090Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:29:56.116809Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution Formación inicial de profesores conectados con las demandas docentes en la contemporaneidad: tematizando el contexto de una institución particular Formação inicial de professores conectados com as demandas da docência na contemporaneidade: tematizando o contexto de uma instituição particular |
title |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution |
spellingShingle |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution Bagnara, Ivan Carlos Formação de professores Reflexividade docente Estratégias didático-pedagógicas Formación de profesores Reflexividad del profesor Estrategias didáctico-pedagógicas Teacher training Teaching reflexivity Didactic-pedagogical strategies |
title_short |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution |
title_full |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution |
title_fullStr |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution |
title_full_unstemmed |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution |
title_sort |
Initial teachers training connected with teaching demands in contemporaneity: thematizing the context of a particular institution |
author |
Bagnara, Ivan Carlos |
author_facet |
Bagnara, Ivan Carlos Adams, Adair |
author_role |
author |
author2 |
Adams, Adair |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bagnara, Ivan Carlos Adams, Adair |
dc.subject.por.fl_str_mv |
Formação de professores Reflexividade docente Estratégias didático-pedagógicas Formación de profesores Reflexividad del profesor Estrategias didáctico-pedagógicas Teacher training Teaching reflexivity Didactic-pedagogical strategies |
topic |
Formação de professores Reflexividade docente Estratégias didático-pedagógicas Formación de profesores Reflexividad del profesor Estrategias didáctico-pedagógicas Teacher training Teaching reflexivity Didactic-pedagogical strategies |
description |
This study aims to analyze how teachers who work in initial teacher training develop the formative process contributing to new teachers training who are, preferably, connected with teaching demands in contemporary times. For this, a descriptive qualitative research was developed, in which ten professors who work in a Degree course participated. When performing the data analysis, five themes were highlighted, namely: teaching professional trajectory influence; professional training profile; didactic-pedagogical intentionalities, or teachers focus and direction to teaching; reflections seeking growth and professional improvement; and, the conception of what makes a good teacher to act in the initial training of future teachers. We conclude that a qualified training movement is articulated with dialogic and plural learning interactions development, a perspective which requires a willingness to learn to be a teacher and requires a constant reflection process, both for teachers working in initial training, as well as academics training. In this reflexive movement between teachers and future teachers, it is possible to develop a formative process based on teaching demands in contemporary times. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-21 |
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://rsdjournal.org/index.php/rsd/article/view/7090 10.33448/rsd-v9i10.7090 |
url |
https://rsdjournal.org/index.php/rsd/article/view/7090 |
identifier_str_mv |
10.33448/rsd-v9i10.7090 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/7090/8284 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Ivan Carlos Bagnara; Adair Adams https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Ivan Carlos Bagnara; Adair Adams https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 10; e8509107090 Research, Society and Development; Vol. 9 Núm. 10; e8509107090 Research, Society and Development; v. 9 n. 10; e8509107090 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052656132292608 |