The The construction of teaching cases in a professional induction program for beginning teachers: formative potentialities

• Autor(a) principal: Teles, Nayana Cristina Gomes
• Data de Publicação: 2021
• Outros Autores: Silva, Fabrício Valentim da, Gomes, Tiago Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/27210
• topic: Casos de ensino; Desenvolvimento profissional docente; Professores iniciantes; Indução profissional; Casos de enseñanza; Desarrollo profesional; Maestros principiantes; Inducción profesional; Teaching cases.; Professional development; Beginning teachers; Professional induction

This article aims to analyze the professional development of beginning teachers who have participated in a professional induction program considering the teaching cases constructed by these teachers and their trainers which were published in a scientific journal and to discuss the potential of teaching cases in the formation of teachers. Different authors (CARLOS MARCELO, 1999; IMBERNÓN, 2001; NONO; MIZUKAMI, 2002; MIZUKAMI, 2000; NONO, 2010) have pointed out teaching cases as an important resource for the training of teachers and the investigation of teacher professional development. It is based on the premise that teaching cases, constructed from real situations experienced in the classroom, allow to understand the personal theories of teachers about teaching, as well as the beliefs that influence their professional activity, in addition to the process of construction and reconstruction of their professional knowledge. For the analysis of teaching cases, the methodology chosen was the analysis of thematic-categorical content. From the literature review, the authors built an analytical matrix organized in thematic units. The unit of record chosen was “sentences with full meaning”. Thirteen articles were analyzed, selected for fulfilling the requirements of a teaching case according to the adopted literature. The analysis of these teaching cases allows us to conclude that the experience in the Educational Tutoring Programme promoted the professional development of tutored teachers because in the analyzed teaching cases, the authors declare, explicitly or not, changes in teachers’ personal beliefs and theories about teaching and/or students; change and innovation of practices.