Research in Initial Teacher Education Programs Cases in Portugal and England
Article Sidebar
Main Article Content
Abstract
Awareness regarding the importance of initial education has grown in recent years and education through research appears as a dimension to be invested considering the improvement of the quality of training and education. It is also known that national contexts have an impact on the
way initial teacher education is structured and therefore on the way research is valued. The aim of this paper is to describe and discuss the relationship established between teaching and research on initial teacher education in two courses, in institutions with distinct characteristics and in two different countries – Portugal and England. Data were collected with students and educators from both courses
through individual and group interviews, and through focused discussion groups. The results allow us to conclude that the value attributed to research varies from country to country and from institution to institution. The Portuguese data suggest a perspective of research closer to academic research and those of England a perspective of research more associated with practice. In both cases, there are
concerns about the technical view of being a teacher and about the late appearance of research in the FIP programs.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.
How to Cite
References
Almeida, Leandro, & Freire, Teresa (2003). Metodologia da investigação em psicologia e educação. Psiquilibrios.
Almeida, Silvia, & Lopo, Teresa T. (2015). Tendências da organização curricular da formação inicial de professores dos 1.º e 2.º ciclos do ensino básico. In David Justino, Miguel Miguéns, Maria do Carmo Gregório, & Sílvia Ferreira (Eds.), Formação inicial de professores (pp. 85‑138). Conselho Nacional de Educação.
Bokdam, Johan, Van den Ende, Inge, & Broek, Simon (2014). Teaching teachers: Primary teacher training in Europe. State of affairs and outlook. European Union, Committee on Education and Culture.
Boyd, Pete (2013). Professional education: Resolving tensions around the value of different types of knowledge in teacher education and nurse education. In Amélia Lopes (Ed.), Formação inicial de professores: Identidades e ambientes (pp. 135‑152). Mais Leituras.
Braun, Virginia, & Clarke, Victoria (2013). Successful qualitative research: A practical guide for beginners. SAGE.
Buchberger, Friedrich, Campos, Bártolo P., Kallós, D., & Stephenson, J. (2000). Green paper on teacher education in Europe: High quality teacher education for high quality education and training. TNTEE.
Caena, Francesca (2014). Comparative glocal perspectives on European teacher education. European Journal of Teacher Education, 37(1), 106‑122. https://doi.org/10.1080/02619768.2013.845165
Childs, Ann, & Mender, Ian (2013). Teacher education in 21st century England, a case study in neoliberal public policy. Revista Española de Educación Comparada, 22, 93‑116. http://www.uned.es/reec/pdfs/22‑2013/22‑MO‑05_Childs&Menter.pdf
Ellis, Viv, & McNicholl, Jane (2015). Transforming teacher education: Reconfiguring the academic work. Bloomsbury.
Eurydice. (2015). The teaching profession in Europe: Practices, perceptions, and policies. Eurydice report. Publications Office of the European Union. https://eacea.ec.europa.eu/national‑policies/eurydice/content/teaching‑profession‑europe‑practices‑perceptions‑and‑policies_en
Faria, Ercília, Rodrigues, Isabel, Gregório, Maria Carmo, & Ferreira, Sílvia (2016). Formação inicial de educadores e professores e acesso à profissão (Relatório técnico). Conselho Nacional de Educação.
Fereday, Jennifer, & Muir‑Cochrane, Eimear (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80‑92. https://doi.org/10.1177%2F160940690600500107
Flores, Maria Assunção (2017). Contributos para (re)pensar a formação de professores. In Conselho Nacional de Educação (Ed.), Lei de bases do sistema educativo: Balanço e prospetiva (Vol. II, pp. 773‑810). CNE.
Formosinho, João (2009). A academização da formação de professores. In João Formosinho (Ed.), Formação de professores: Aprendizagem profissional e acção docente (pp. 73‑92). Porto Editora.
Fung, Dilly (2017). A connected curriculum for higher education. UCL Press.
Furlong, John (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28‑50. https://doi.org/10.1080/00131725.2013.739017
Halcomb, Elizabeth, & Davidson, Patricia M. (2006). Is verbatim transcription of interview data always necessary?. Applied Nursing Research, 19(1), 38‑42. https://doi.org/10.1016/j.apnr.2005.06.001
Healey, Mick (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183‑201. https://doi.org/10.1080/03098260500130387
Healey, Mick, Flint, Abbi, & Harrington, Kathy (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy.
Korthagen, Fred, Loughran, John, & Russell, Tom (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020‑1041. https://doi.org/10.1016/j.tate.2006.04.022
Lopes, Amélia (2014). A docência como prática: Questões de identidade e formação. In Amândio Graça, Paula Queirós, & Paula Batista (Eds.), O estágio profissional na (re)construção da identidade profissional em educação física (pp. 270‑287). FADEUP.
Lopes, Amélia, Boyd, Pete, Andrew, Nicola, & Pereira, Fátima (2014). The research‑teaching nexus in nurse and teacher education: Contributions of an ecological approach to academic identities in professional fields. Higher Education, 68(2), 167‑183. https://doi.org/10.1007/s10734‑013‑9700‑2
Lopes, Amélia, Pereira, Fátima, & Mouraz, Ana (2013). A formação inicial de profissionais de ajuda: A enfermagem e o ensino unidade e diversidade. In Amélia Lopes (Ed.) Formação inicial de professores e de enfermeiros: Identidades e ambientes (pp. 169‑180). Mais Leituras.
Lopes, Amélia, Pereira, Fátima, & Sousa, Cristina (2014). Internship and education in Portugal in the new millennium. In Javier Mora & Keith Wood (Eds.), Practical knowledge in teacher education: Approaches to teacher internship programmes (pp. 75‑89). Routledge.
Lopes, Amélia, Pereira, Fátima, Fernandes, Preciosa, Dotta, Leanete T., & Sousa, Rita T. (2016). How can teacher education fulfil its more generous intentions? Reflections concerning the pernicious effects of educational evaluation. In Anthony Montgomery & Ian Kehoe (Eds.), Reimagining the purpose of schools and educational organisations: Developing critical thinking, agency, beliefs in schools and educational organisations (pp. 207‑219). Springer.
Mouraz, Ana, Leite, Carlinda, & Fernandes, Preciosa (2012). A formação inicial de professores em Portugal decorrente do Processo de Bolonha: Uma análise a partir do “olhar” de professores e de estudantes. Revista Portuguesa de Pedagogia, 46(2), 189‑209. https://doi.org/10.14195/1647‑8614_46‑2_10
Murray, Jane, Czerniawski, Gerry, & Barber, Patti (2011). Teacher educators’ identities and work in England at the beginning of the second decade of the twenty‑first century. Journal of Education for Teaching, 37(3), 261‑277. https://doi.org/10.1080/02607476.2011.588014
Musset, Pauline (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD. https://doi.org/10.1787/19939019
Nóvoa, António (2007). O regresso dos professores. In Comunicações. Conferência desenvolvimento profissional de professores para a qualidade e para a equidade da aprendizagem ao longo da vida (pp. 21‑28). Ministério da Educação.
Nóvoa, António (2009). Para uma formação de professores construída dentro da profissão. In António Nóvoa, Professores: Imagens do futuro presente (pp. 25‑46). Educa.
Nóvoa, António (2017). Firmar a posição como professor, afirmar a profissão docente. Cadernos de Pesquisa, 47(166), 1106‑1133. https://doi.org/10.1590/198053144843
Pereira, Fátima, Lopes, Amélia, & Marta, Margarida (2015). Being a teacher educator: Professional identities and conceptions of professional education. Educational Research, 57(4), 451‑469. https://doi.org/10.1080/00131881.2015.1078142
Rasmussen, Jens, & Bayer, Martin (2014). Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore. Journal of Curriculum Studies, 46(6), 798‑818. https://doi.org/10.1080/00220272.2014.927530
Ruivo, João (2015). Formar professores, melhorar a escola, mudar a sociedade. In David Justino, Miguel Miguéns, Maria do Carmo Gregório, & Sílvia Ferreira (Eds.), Formação inicial de professores (pp. 166‑175). Conselho Nacional de Educação.
Schön, Donald (1992). Formar professores como profissionais reflexivos. In António Nóvoa (Ed.), Os professores e a sua formação (pp. 77‑92). Don Quixote.
Sousa, Rita T., Lopes, Amélia, & Boyd, Pete (2018). Research: An insight on how it is valued by Portuguese and English teacher educators. Teaching Education, 30(4), 393‑414. https://doi.org/10.1080/10476210.2018.1495704
Stenhouse, Lawrence (1975). An introduction to curriculum research and development. Heinemann.
Sterenberg, Gladys, O’Connor, Kevin, Donnelly, Ashlyn, & Drader, Ranee (2018). Research assistants’ experiences of co‑creating partnership learning communities for learning and teaching in higher education. International Journal for Students as Partners, 2(1), 97‑111. https://doi.org/10.15173/ijsap.v2i1.3196
Taylor, John (2008). The teaching–research nexus and the importance of context: A comparative study of England and Sweden. Compare, 38(1), 53‑69. https://doi.org/10.1080/03057920701467792
Zeichner, Kenneth, & Liston, Daniel (2014). Reflective teaching: An introduction. Routledge.
Legislação portuguesa
Decreto-Lei n.º 220/2009, de 8 de setembro de 2009. Aprova o regime jurídico da habilitação profissional para a docência nos domínios de habilitação não abrangidos pelo Decreto‑Lei n.º 43/2007, de 22 de fevereiro. https://dre.pt/pesquisa/‑/search/489254/details/maximized
Decreto-Lei n.º 43/2007, de 22 de fevereiro de 2007. Aprova o regime jurídico da habilitação profissional para a docência na educação pré‑escolar e nos ensinos básico e secundário. https://dre.pt/pesquisa/‑/search/517819/details/maximized
Decreto-Lei n.º 79/2014, de 14 de maio de 2014. Aprova o regime jurídico da habilitação profissional para a docência na educação pré‑escolar e nos ensinos básico e secundário. https://dre.pt/pesquisa/‑/search/25344769/details/maximized