Lessons from experienced literacy teachers for beginner literacy teachers

• Autor(a) principal: Bruns, Juliana Pedroso
• Data de Publicação: 2023
• Outros Autores: Rausch, Rita Buzzi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/32469
• topic: Desenvolvimento profissional docente; Professoras alfabetizadoras experientes; Professoras alfabetizadoras iniciantes; Desarrollo profesional docente; Profesores de alfabetización con experiencia; Profesores principiantes de alfabetización; Teacher professional development; Experienced literacy teachers; Beginning literacy teachers

The research aimed to identify the lessons that experienced literacy teachers would like to leave to beginning literacy teachers and their contributions to professional teacher development. Six experienced literacy teachers who had worked for at least fifteen years in the Municipal Education Network of Brusque (SC) as literacy teachers participated in the research. The research uses a qualitative and biographical approach called “life history”, and data analysis was carried out through discursive textual. As a theoretical reference, we chose the contributions of Marcelo García (1999, 2009), Vaillant and Marcelo (2012, 2015), Nóvoa (1992, 1999, 2009, 2010), to discuss teacher training and professional development. With regard to literacy, we are mainly based on Soares (2004, 2011, 2016), Mortatti (2008) and Smolka (2019). The results showed that the lessons permeate training to teach literacy; pedagogical knowledge; specific literacy skills; teaching attitudes and affective bonds. We hope that these lessons can contribute to teachers who are starting to teach literacy, as we understand the need for teacher training built within the profession, which implies sharing knowledge, in a dimension that is capable of breaking with the individuality of teaching.