Initial and Continuing Training under the Lens of Basic Education Teachers
The study was based on a set of conceptions about the processes of initial and continuing training, from the point of view of basic education teachers. The aim of this work is to understand basic education teachers' conceptions of initial and continuing training. The qualitative research is bas...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Práticas Educativas, Memórias e Oralidades |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/11453 |
| Acceso en línea: | https://revistas.uece.br/index.php/revpemo/article/view/11453 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de Professores Formação Inicial e Continuada Educação Básica Teacher training Initial and Continuing Formation Basic education |
| Sumario: | The study was based on a set of conceptions about the processes of initial and continuing training, from the point of view of basic education teachers. The aim of this work is to understand basic education teachers' conceptions of initial and continuing training. The qualitative research is based on the assumptions of Historical-Cultural Psychology, idealized by Vygotsky. The selection of teachers to take part in the research took into account their teaching experience in state and municipal public schools. The research allowed us to identify that teachers are subject to a prescriptive continuing education model, to the detrimento of training that favors a space for dialogue and exchanges between their peers. Training that promotes reflections that reverberate in your daily actions with students. |
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