TO BE A TEACHER OR TO ACT AS A TEACHER: THE IMPLICATIONS IN THE CLASSROOM CONTEXT

• Autor(a) principal: Nicola, Joice Ferreira [UNESP]
• Data de Publicação: 2021
• Outros Autores: Caires Palaro, Simone Martins de [UNESP], Lemes, Sebastiao de Souza [UNESP]
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.22633/rpge.v25i1.14937; http://hdl.handle.net/11449/210755
• topic: Education; Teacher; Student; Learning; Pedagogy

In a context in which the use of active methodologies, strategies and lesson plans coupled with technology are promoted, among other many tools so significant to provide an environment conducive to the development of effective learning, it is questioned why our students do not reach their proposed goals. What is really needed for the teaching/learning process to be effective and make the student an autonomous individual? The problem may not be with the student alone. Did the teacher, even having professional qualification to work in his area, had the necessary guidance and academic formation to bring to students methods and tools for the widest possibilities of improving their universe of knowledge? In this context, this work aims to bring a reflection on teacher formation in order to meet the demand in the current context of education, added to the pedagogical act that encourages the teacher the autonomy that he must often instigate in his students, but due to the lack of motivation and performance of being a teacher, he is unable to develop the skills that education requires.