Didactics and teacher education: provocations
This article discusses the issues raised by research regarding teacher training and presents reflections about schooling demands nowadays. Based on this background, it addresses official documents that, from 2015, were formally drawn up to guide teacher training for basic education, specifically tak...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/4349 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/4349 |
| Access Level: | acceso abierto |
| Palabra clave: | Schooling Didactics Teaching Practice Teacher Education Formación de Profesores Escolarización Didáctica Práctica de Enseñanza Pratique d’Enseignement Scolarisation Didactique Formation des Enseignants |
| Sumario: | This article discusses the issues raised by research regarding teacher training and presents reflections about schooling demands nowadays. Based on this background, it addresses official documents that, from 2015, were formally drawn up to guide teacher training for basic education, specifically taking into consideration the new National Education Plan and the documents of the National Council of Education, namely: Report CNE/CP No. 2/2015 and Resolution No. 2/2015. This article examines the information contained in these documents in the field of Didactics. |
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