Session Information
10 SES 12 B, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
We present in this paper the results of a partnership between one state school and a traditional university of Rio de Janeiro, in the promotion of school-based training for new teachers. The study explored this essential dimension of teachers’ education as a point of intersection between the practical and theoretical aspects of teaching. The aim of this investigation was to find out how school-based training represents an opportunity to examine and analyze problems historically faced by teacher education programs in Brazil. Among these problems there are the dissociation of theory and practice, unequal investments in research and teaching, and the distance between the pedagogical work of schools and universities (Candau, 1988). The training of future teachers in Brazil is done by two educational institutions: the university, often focused on research and theoretical discussions, and the school, often geared towards teaching and its problems. This does not mean that one will be solely responsible for the theoretical preparation of new teachers and the other for the practical training. They are both responsible for these two domains: theory and practice. School-based training should create a link between these two institutions and the two dimensions. Our study focused on this connection through a joint research conducted by professionals from both institutions, which were located in the same neighborhood, but before the study were viewed as being far apart by their members. Furthermore, the research described in this paper attempted to discover, clarify and understand questions related to the performance of schoolteachers and future teachers during training at schools. The rationale for conducting this investigation was the importance to produce new and useful knowledge about school-based training as a critical aspect in education of those teachers. The theoretical framework was inspired by the “teacher research movement”, drawing from studies conducted in the United States (Cochran Smith and Lytle, 1999; Anderson and Herr, 1999), which echoed the work of researchers, such as Stenhouse (1975) and Elliott (1998) in England, Perrenoud (2002) in Switzerland, Tardif and Lessard (2007) in Canada and Nóvoa (1995), in Portugal. Here in Brazil there is a considerable number of researchers working within this perspective, such as Geraldi (1998), Fiorentini (2004), Maldaner (1999), André (2001) and Lüdke (2001, 2001 coord). Within this movement, teachers are recognized as producers of knowledge and the research conducted in schools as a valuable activity to improve teaching and learning.
Method
Expected Outcomes
References
Anderson, G. L. and Herr, K. (1999) The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educacional Researcher, 28 (5):12-21. André, M. (org.) (2001) O papel da pesquisa na formação e na prática dos professores. Campinas: Papirus. Candau, V.(coord.). (1988) Novos rumos da licenciatura. Relatório final de pesquisa. PUC-Rio, Departamento de Educação. Cochran-Smith, M; Lytle, S. L. (1999) The teacher research movement: a decade later. Educacional Researcher, 28 (7):15-25. Elliott, J. (1998) Recolocando a pesquisa-ação em seu lugar original e próprio. In: Geraldi, C. M. G.; Fiorentini, D. and Pereira, E. M. A. (orgs.) Cartografias do trabalho docente: Professor(a) pesquisador(a). Campinas: Mercado das Letras/ALB. Fiorentini, D. (2004) Pesquisar práticas colaborativas ou pesquisar colaborativamente? In: Borba, M. C. e Araújo, J. L. (orgs.) Pesquisa qualitativa em educação matemática. Belo Horizonte: Autêntica. Geraldi, C. M. G.; Fiorentini, D. and Pereira, E. M. A. (orgs.) (1998) Cartografias do trabalho docente: Professor(a) pesquisador(a). Campinas: Mercado das Letras/ALB. Lüdke, M. (coord.). (2001) O professor e a pesquisa. Campinas: Papirus. Lüdke, M.. (2001) O professor, seu saber e sua pesquisa. Educação e Sociedade, 22 (74): 77-96. Maldaner, O. A. (1999) O professor-pesquisador: uma nova compreensão do trabalho docente. Espaços da Escola, 31: 05-14. Nóvoa, A. (1995) Os Professores e a sua Formação. Lisboa: Dom Quixote. Perrenoud, P. (2002). A Prática Reflexiva no Ofício de Professor: Profissionalização e Razão Pedagógica. Porto Alegre: Artmed. Stenhouse, L. (1975) An introduction to curriculum research and development. Londres: Heineman. Tardif, M. and Lessard, C. (2007) O trabalho docente. 3. ed. Petrópolis: Vozes.
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