Explorar o papel da investigação na formação e no desenvolvimento profissional dos/as professores/as
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Resumo
Este artigo explora e discute o papel da investigação na formação de professores e no desenvolvimento profissional dos/as professores/as. Para tal, apresenta algumas perspetivas sobre a formação de professores baseada na investigação e quadros conceptuais para o profissionalismo dos/as professores/as. A relação entre o conhecimento teórico e prático é discutida juntamente com as dimensões centrais do profissionalismo dos/as professores/as. Três metáforas e figuras de pensamento para a relação teoria-prática são introduzidas e discutidas: a investigação como um espelho, como uma bússola e como uma pedra no sapato. Neste contexto, são apresentados alguns exemplos de modelos para o desenvolvimento profissional dos/as professores/as através do envolvimento crítico e da investigação. É dada especial atenção a um modelo dialógico crítico para a formação de professores e o desenvolvimento profissional que promove a aprendizagem reflexiva através da partilha de experiências e do envolvimento em quadros teóricos. Este modelo integra processos de autoconstrução reflexivo-analógicos, crítico-analíticos e interativos, permitindo que professores/as e alunos/as transformem os seus conhecimentos e práticas com base em novas perceções
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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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