The supervised teaching practice as a central locus of the professionalization of teaching

Detalhes bibliográficos
Autor(a) principal: Neto, Samuel De Souza [UNESP]
Data de Publicação: 2019
Outros Autores: Cyrino, Marina, Borges, Cecilia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.21814/rpe.13439
http://hdl.handle.net/11449/221347
Resumo: This article brings some reflections about teacher education and the teaching professionalization movement, focusing on supervised teaching practice. There are two study questions to discuss: 1) How supervised teaching practice has been manifested in teacher education?; 2) Does the Brazilian and international reforms of initial teacher education take professionalization as a presupposition, namely in what concerns supervised teaching practice? Initially, we present the concept and some aspects of the teaching professionalization's process. Then, a brief trajectory about how teacher education practice is conceived and understood is presented. Subsequently, the text explores some concrete examples of Brazil, France and Canada. In the analyses, it is possible to identify that, with the professionalization process, the universities and higher education institutions take on teacher education, structuring and organizing themselves in order to respond to the requirements of teacher education, assuming elements of a professional model.
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spelling The supervised teaching practice as a central locus of the professionalization of teachingO Estágio Curricular Supervisionado como Lócus Central da Profissionalização do EnsinoProfessionalizationSupervised teaching practiceTeacher educationThis article brings some reflections about teacher education and the teaching professionalization movement, focusing on supervised teaching practice. There are two study questions to discuss: 1) How supervised teaching practice has been manifested in teacher education?; 2) Does the Brazilian and international reforms of initial teacher education take professionalization as a presupposition, namely in what concerns supervised teaching practice? Initially, we present the concept and some aspects of the teaching professionalization's process. Then, a brief trajectory about how teacher education practice is conceived and understood is presented. Subsequently, the text explores some concrete examples of Brazil, France and Canada. In the analyses, it is possible to identify that, with the professionalization process, the universities and higher education institutions take on teacher education, structuring and organizing themselves in order to respond to the requirements of teacher education, assuming elements of a professional model.i Departamento de Educação Instituto de Biociências Universidade Estadual PaulistaFundação Hermínio Ometto, Rua 3, n. 2445 - CentroDépartement de Psychopédagogie et Andragogie Faculté d'Éducation Université de Montréali Departamento de Educação Instituto de Biociências Universidade Estadual PaulistaUniversidade Estadual Paulista (UNESP)Fundação Hermínio OmettoUniversité de MontréalNeto, Samuel De Souza [UNESP]Cyrino, MarinaBorges, Cecilia2022-04-28T19:27:43Z2022-04-28T19:27:43Z2019-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article52-72http://dx.doi.org/10.21814/rpe.13439Revista Portuguesa de Educacao, v. 32, n. 1, p. 52-72, 2019.2183-04520871-9187http://hdl.handle.net/11449/22134710.21814/rpe.134392-s2.0-85071323079Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Portuguesa de Educacaoinfo:eu-repo/semantics/openAccess2022-04-28T19:27:43Zoai:repositorio.unesp.br:11449/221347Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:38:55.366362Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv The supervised teaching practice as a central locus of the professionalization of teaching
O Estágio Curricular Supervisionado como Lócus Central da Profissionalização do Ensino
title The supervised teaching practice as a central locus of the professionalization of teaching
spellingShingle The supervised teaching practice as a central locus of the professionalization of teaching
Neto, Samuel De Souza [UNESP]
Professionalization
Supervised teaching practice
Teacher education
title_short The supervised teaching practice as a central locus of the professionalization of teaching
title_full The supervised teaching practice as a central locus of the professionalization of teaching
title_fullStr The supervised teaching practice as a central locus of the professionalization of teaching
title_full_unstemmed The supervised teaching practice as a central locus of the professionalization of teaching
title_sort The supervised teaching practice as a central locus of the professionalization of teaching
author Neto, Samuel De Souza [UNESP]
author_facet Neto, Samuel De Souza [UNESP]
Cyrino, Marina
Borges, Cecilia
author_role author
author2 Cyrino, Marina
Borges, Cecilia
author2_role author
author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (UNESP)
Fundação Hermínio Ometto
Université de Montréal
dc.contributor.author.fl_str_mv Neto, Samuel De Souza [UNESP]
Cyrino, Marina
Borges, Cecilia
dc.subject.por.fl_str_mv Professionalization
Supervised teaching practice
Teacher education
topic Professionalization
Supervised teaching practice
Teacher education
description This article brings some reflections about teacher education and the teaching professionalization movement, focusing on supervised teaching practice. There are two study questions to discuss: 1) How supervised teaching practice has been manifested in teacher education?; 2) Does the Brazilian and international reforms of initial teacher education take professionalization as a presupposition, namely in what concerns supervised teaching practice? Initially, we present the concept and some aspects of the teaching professionalization's process. Then, a brief trajectory about how teacher education practice is conceived and understood is presented. Subsequently, the text explores some concrete examples of Brazil, France and Canada. In the analyses, it is possible to identify that, with the professionalization process, the universities and higher education institutions take on teacher education, structuring and organizing themselves in order to respond to the requirements of teacher education, assuming elements of a professional model.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
2022-04-28T19:27:43Z
2022-04-28T19:27:43Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.21814/rpe.13439
Revista Portuguesa de Educacao, v. 32, n. 1, p. 52-72, 2019.
2183-0452
0871-9187
http://hdl.handle.net/11449/221347
10.21814/rpe.13439
2-s2.0-85071323079
url http://dx.doi.org/10.21814/rpe.13439
http://hdl.handle.net/11449/221347
identifier_str_mv Revista Portuguesa de Educacao, v. 32, n. 1, p. 52-72, 2019.
2183-0452
0871-9187
10.21814/rpe.13439
2-s2.0-85071323079
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Revista Portuguesa de Educacao
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 52-72
dc.source.none.fl_str_mv Scopus
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
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