Session Information
Contribution
Changes in the ways in which knowledge is produced (Gibbons et al., 1994; Nowotny, Scott & Gibbons, 2001) are parallel with an emphasis in the role of teachers as knowledge producers (Fueyo & Koorland, 1997; Elliot, 2000; Hadji & Baillé, 2001; Roldão, 2005; Zeichner & Diniz-Pereira, 2005). Both Schön's reflexive practitioner (1983) and Stenhouse's teacher-researcher (1975) conceptualizations highlight the idea of teachers as responsible for the production of their professional knowledge (Fueyo & Koorland, 1997; Krejsler, 2005; Roldão, 2005). In Portugal, both the changes in the required qualification for being a basic education teacher, in 1997, and the more recent Bologna debate and subsequent Ministry directions about (the) teacher education programmes have brought research in pre-service teacher education programmes to the foreground. Both as a formative tool and a formative goal, different authors consider research to be an important dimension of teacher education programmes (Durand, Saury & Veyrunes, 2005; Lüdke & Cruz, 2005; Perrenoud, 1993; Zeichner & Diniz-Pereira, 2005).In this paper we'll present a study that is being developed by the authores within a doctoral programme that aims to describe the ways in which the research dimension is conceived and has been implemented in the different teacher education programmes and its relationship with the students' construction of professional knowledge. It is expected to provide a global view about pre-service programmes of teacher education in Portugal, before Bologna, in order to identify whether or not , and if so in which ways, the research is included, and how it is valued, in the whole structure of the programmes.The research data consists of: a) 37 curricula from all the early childhood teacher education programmes - 7 from public universities, 15 from polytechnics and 13 from private higher education institutions; and b) the curricula of the research courses from those programmes. The structure of the curricula was analysed in terms of number of research courses, location in the curricula, number of credits/hours, and denomination. The curricula from the research courses were analysed in terms of the stated purposes, the contents and teaching strategies, as well as the obligatory literature and the existence of links with other subjects.The new government proposal for teacher training, under Bologna, suggests a research-based approach. From our findings, this will not be an easy change for most of the programmes. Only a third of the curricula have an annual research course, and only one of those courses is specifically related to childhood education. The different locations in the curricula still reflect two orientations: research as a foundation in educational studies, which appears in the first years of the programme; and research as a reflection tool for the teacher, closer to the practicum. Only a third of the curricula presents the students with an actual research task, in their final year, thus strengthening the relationship between research and the teacher profession. The results from the analysis on the research courses curricula are still underway.Durand, M., Saury, J., & Veyrunes, P. (2005). Relações fecundas entre pesquisa e formação docente: elementos para um programa. Cadernos de Pesquisa, 35 (125), 37-62. Elliott, J. (2000). El cambio educativo desde la investigación-acción (3ª ed.). Madrid: Ed. Morata. Fueyo, V. R., & Koorland, M. A. (1997). Teacher as researcher: a synonym for professionalism. Journal of Teacher Education, 48 (5), 336-345. Gibbons, M., et al. (1994). The new production of knowledge. The dynamics of science and research in contemporary societies. London: SAGE Publications. Hadji , C., & Baillé, J. (orgs.). (2001). Investigação e Educação: para uma Nova Aliança. Porto: Porto Editora. Kresjler, J. (2005). Professions and their identities: how to explore professional development among (Semi-) Professions. Scandinavian Journal of Educational Research, 49 (3), 335-357. Lüdke, M., & Cruz, G. B. (2005;). Aproximando universidade e escola de educação básica pela pesquisa. Cadernos de Pesquisa, 35 (152), 81-109. Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking Science: Knowledge and the Public in an Age of Uncertainty. Cambridge (UK): Polity Press. Perrenoud, P. (1993). Práticas pedagógicas, profissão docente e formação. Lisboa: Publicações D. Quixote e IIE. Roldão, M. C. (2005). Saber educativo e culturas profissionais: contributos para uma construção-desconstrução epistemológica. Conferência proferida no VIII Congresso da Sociedade Portuguesa de Ciências da Educação, Castelo Branco. Schon, D. (1983). The Reflective Practitioner: How professionals think in action. N. Y.: Basic Books. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann. Zeichner, K. M., & Diniz-Pereira, J. E. (2005). Pesquisa dos educadores e formação docente voltada para a transformação social. Cadernos de Pesquisa, 35 (152), 63-80. National journal
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