Teaching knowledges and initial teacher education: implications and challenges to proposals of formation
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28049 |
Resumo: | This work had as its objective to discuss the implications and repercussions of the studies about Knowledge Base upon the initial education of teachers. This field of research emerged internationally in the 1980s, and has been showing signs of significant diffusion and expansion. The importance of the studies on this topic is attributed largely to their potential in the development of formative actions that go beyond the academic approach, to involve the personal, professional, and organizational dimensions of the teaching profession. The study analyzes the works of major authors in this field, such as Tardif, Gauthier, and Schulman. The analysis of this production was made from two viewpoints: first, it tried to apprehend how teaching knowledges are defined under a conceptual and typological perspective, and then it hinted at alternatives of theoretical and practical natures to teacher initial education. The study reveals that the creation of a repertoire of knowledges for teaching, having as its reference the professional knowledges of the teachers as mobilized and employed by them in their various daily work contexts allows the introduction of formation devices aiming at habituating the future educators to professional practice. It highlights the need of ensuring that the cultural, scientific, pedagogical, and disciplinary formations are linked to the practical formation, thereby consolidating a Theory of Teaching. |
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Teaching knowledges and initial teacher education: implications and challenges to proposals of formation Saberes docentes e formação inicial de professores: implicações e desafios para as propostas de formação Saberes docentesFormação de professoresProjetos de formaçãoTeacher knowledgesTeacher educationTeacher education projects This work had as its objective to discuss the implications and repercussions of the studies about Knowledge Base upon the initial education of teachers. This field of research emerged internationally in the 1980s, and has been showing signs of significant diffusion and expansion. The importance of the studies on this topic is attributed largely to their potential in the development of formative actions that go beyond the academic approach, to involve the personal, professional, and organizational dimensions of the teaching profession. The study analyzes the works of major authors in this field, such as Tardif, Gauthier, and Schulman. The analysis of this production was made from two viewpoints: first, it tried to apprehend how teaching knowledges are defined under a conceptual and typological perspective, and then it hinted at alternatives of theoretical and practical natures to teacher initial education. The study reveals that the creation of a repertoire of knowledges for teaching, having as its reference the professional knowledges of the teachers as mobilized and employed by them in their various daily work contexts allows the introduction of formation devices aiming at habituating the future educators to professional practice. It highlights the need of ensuring that the cultural, scientific, pedagogical, and disciplinary formations are linked to the practical formation, thereby consolidating a Theory of Teaching. Trata-se de um estudo que teve por objetivo discutir as implicações e repercussões das pesquisas acerca do knowlwdge base para a formação inicial de professores. Esse campo de pesquisa surge em âmbito internacional na década de 1980 e vem apresentando expressiva profusão e multiplicação dos estudos na área. A importância desses estudos é atribuída, em grande parte, ao seu potencial no desenvolvimento de ações formativas que vão além de uma abordagem acadêmica, envolvendo as dimensões pessoal, profissional e organizacional da profissão docente. Foram analisadas obras de autores de referência na área como Tardif, Gauthier e Shulman. A análise das produções deu-se a partir de dois enfoques: primeiro, buscou-se apreender como definem saberes docentes numa perspectiva conceitual e tipológica e, depois, identificou-se indícios de alternativas de natureza teórica e prática para a formação inicial de professores. O estudo revela que a elaboração de um repertório de conhecimentos para o ensino, tendo como referência os saberes profissionais dos professores tais como estes os mobilizam e utilizam em diversos contextos do trabalho cotidiano, permite a introdução de dispositivos de formação que visem habituar os futuros educadores à prática profissional. Destaca-se a necessidade de garantir que as formações cultural, científica, pedagógica e disciplinar estejam vinculadas à formação prática, consolidando, assim, uma Teoria do Ensino. Universidade de São Paulo. Faculdade de Educação2007-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2804910.1590/S1517-97022007000200007Educação e Pesquisa; v. 33 n. 2 (2007); 281-295Educação e Pesquisa; Vol. 33 No. 2 (2007); 281-295Educação e Pesquisa; Vol. 33 Núm. 2 (2007); 281-2951678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28049/29851Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessAlmeida, Patrícia Cristina Albieri deBiajone, Jefferson2014-10-24T15:44:37Zoai:revistas.usp.br:article/28049Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:44:37Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation Saberes docentes e formação inicial de professores: implicações e desafios para as propostas de formação |
title |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation |
spellingShingle |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation Almeida, Patrícia Cristina Albieri de Saberes docentes Formação de professores Projetos de formação Teacher knowledges Teacher education Teacher education projects |
title_short |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation |
title_full |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation |
title_fullStr |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation |
title_full_unstemmed |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation |
title_sort |
Teaching knowledges and initial teacher education: implications and challenges to proposals of formation |
author |
Almeida, Patrícia Cristina Albieri de |
author_facet |
Almeida, Patrícia Cristina Albieri de Biajone, Jefferson |
author_role |
author |
author2 |
Biajone, Jefferson |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Almeida, Patrícia Cristina Albieri de Biajone, Jefferson |
dc.subject.por.fl_str_mv |
Saberes docentes Formação de professores Projetos de formação Teacher knowledges Teacher education Teacher education projects |
topic |
Saberes docentes Formação de professores Projetos de formação Teacher knowledges Teacher education Teacher education projects |
description |
This work had as its objective to discuss the implications and repercussions of the studies about Knowledge Base upon the initial education of teachers. This field of research emerged internationally in the 1980s, and has been showing signs of significant diffusion and expansion. The importance of the studies on this topic is attributed largely to their potential in the development of formative actions that go beyond the academic approach, to involve the personal, professional, and organizational dimensions of the teaching profession. The study analyzes the works of major authors in this field, such as Tardif, Gauthier, and Schulman. The analysis of this production was made from two viewpoints: first, it tried to apprehend how teaching knowledges are defined under a conceptual and typological perspective, and then it hinted at alternatives of theoretical and practical natures to teacher initial education. The study reveals that the creation of a repertoire of knowledges for teaching, having as its reference the professional knowledges of the teachers as mobilized and employed by them in their various daily work contexts allows the introduction of formation devices aiming at habituating the future educators to professional practice. It highlights the need of ensuring that the cultural, scientific, pedagogical, and disciplinary formations are linked to the practical formation, thereby consolidating a Theory of Teaching. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-08-01 |
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://www.revistas.usp.br/ep/article/view/28049 10.1590/S1517-97022007000200007 |
url |
https://www.revistas.usp.br/ep/article/view/28049 |
identifier_str_mv |
10.1590/S1517-97022007000200007 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28049/29851 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 33 n. 2 (2007); 281-295 Educação e Pesquisa; Vol. 33 No. 2 (2007); 281-295 Educação e Pesquisa; Vol. 33 Núm. 2 (2007); 281-295 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713811184091136 |