A prÃtica docente do professor iniciante

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The aim of this investigation is to understand how elementary teachers in the beginning of their careers teach. Case studies of four different new teachers from three different schools in the county of Recife were made, based on observations held in the classrooms and in the schools, and interviews. Based on the facts that teachers in the initial phase of their careers question and reflect about their education as well as what they find in their every day experience in the schools where they work, we developed an analysis of their first experiences in the classrooms and in the schools. We have tried to identify the role of the organization in the schools, the teachers needs, and the reflexions they make about their initial education. The results show that even though the schools have a central role in the insertion of the teacher in the teaching world, they, the schools, do not have a clear view of their importance and do not develop any action in the sense of provoking a reflexion on the pedagogical practices of their members. The first experiences of the new teachers are registered by the everyday practice which are developed in the context of the schools in which they work in, therefore, experienced in such different ways as the places where the schools are located in. The reflexions these teachers make about their initial education reveal the need to create mechanisms in order to approach the future teachers with the everyday experiences teachers have in the school context

ASSUNTO(S)

ensino fundamental educacao professor iniciante prÃtica docente

ACESSO AO ARTIGO

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