A prática, a teoria e a pessoa na formação de professores
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Resumo
Neste artigo vou discutir uma abordagem à formação de professores que se baseia em insights recentes sobre o comportamento e a aprendizagem do professor. Esta abordagem, designada por modelo realista, fundamenta-se em resultados de pesquisas que demonstram que grande parte do comportamento de um professor é orientado por fontes não-racionais e inconscientes, o que limita o valor da teoria como base para o ensino. Irei esclarecer a razão pela qual a reflexão é tão importante para os professores e discutir quais os aspetos que são importantes na promoção da reflexão. Tal conduz a uma visão específica sobre o papel da teoria na formação de professores. A essência da discussão é a de que necessitamos de uma perspetiva mais holística sobre os professores e o ensino. Usando esta perspetiva holística, irei apresentar um modelo de níveis de reflexão que ajuda a integrar os aspetos profissionais e pessoais no ensino.
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Secção
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os/as autores/as mantêm os direitos autorais, sem restrições, e concedem à revista ESC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional (CC BY-NC-SA). É permitido copiar, transformar e distribuir e adaptar o material em qualquer suporte ou formato, desde que com o devido reconhecimento da autoria e publicação inicial nesta revista, as alterações sejam identificadas e seja aplicada a mesma licença ao material derivado, não podendo ser usado para fins comerciais.
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