Professor reflexivo e professor pesquisador: um estudo com formadores de professores

AUTOR(ES)
DATA DE PUBLICAÇÃO

2001

RESUMO

The objective of the study was to verify how teacher educators are incorporating, in their courses, what is proposed by the authors L. Stenhouse, D. Schõn and K. Zeichner, referring to the reflective teaching and research teaching concepts. By reading the texts of each one of the authors, we defined which concepts each author works with and their respective emphases. Stenhouse works with research teaching concept and its implications as much in teaching development as in a possible curriculum transformation and school context. Schõn emphasizes the concept of reflective practitioner, as an alternative to improve teaching performance and Zeichner works with the concept of reflective teaching and research teaching, both addressed in better qualifying the teacher to play bis bole in a social cultural transformation. Schõn and Zeichner still point the importance of the practicum, an apprenticeship modality that should happen during alI the initial education of the future teachers. By interviewing these teacher educators we could verify the extension of the interpretations and applications of the concepts approached by the chosen authors. It was evidenced that the reflective teaching concept is the most spread and applied concept in the teaching education courses, while research teaching concept is less known and its application points to the width thát the term research has among the educators

ASSUNTO(S)

psicologia educacional zeichner, kenneth professores -- formacao profissional schon, donald stenhouse, lawrence

ACESSO AO ARTIGO

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