A prática, a teoria e a pessoa na formação de professores
Barra lateral del artículo
Contenido principal del artículo
Resumen
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.
##plugins.themes.bootstrap3.displayStats.downloads##
Detalles del artículo
Sección
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 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.
Cómo citar
Referencias
Beijaard, Douwe (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice, 1(2), 281-294.
Carlson, Helen L. (1999). From practice to theory: A social constructivist approach to teacher education. Teaches and Teaching: Theory and Practice, 5(2), 203-218.
Carter, Kathy (1990). Teachers’ knowledge and learning to teach. In W. Robert Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.
Clark, Christopher, & Peterson, Penelope (1986). Teachers’ thought processes. In Merlin C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296). New York: Macmillan.
Csikszentmihalyi, Mihaly (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Damásio, Antonio (1999). The feeling of what happens: Body and emotion in the making of consciousness. London: Heinemann.
Dilts, Robert (1990). Changing belief systems with NLP. Cupertino, CA: Meta Publications.
Dolk, Maarten (1997). Onmiddellijk onderwijsgedrag: Over denken en handelen van leraren in onmiddellijke onderwijssituaties [Immediate teaching behaviour: On teacher knowledge and behaviour in immediate teaching situations]. Utrecht: WCC.
Eich, Eric, Kihlstrom, John F., Bower, Gordon H., Forgas, Joseph P., & Niedenthal, Paula M. (2000). Cognition and emotion. New York: Oxford University Press.
Eraut, Michael (1995). Schön shock: A case for reframing reflection-in-action?. Teachers and Teaching: Theory and Practice, 1, 9-22.
Evelein, Frits, Brekelmans Mieke, & Korthagen, Fred (2002, September). Basic psychological needs of student teachers. Paper presented at the conference of the European Educational Research Association, Lisbon, Portugal.
Feiman-Nemser, Sharon, & Floden, Robert (1986). The cultures of teaching. In Merlin Wittrock (Ed.), Handbook of research on teaching (pp. 505-526). New York: Macmillan.
Freudenthal, Hans (1978). Weeding and sowing: Preface to a science of mathematical education. Dordrecht: Reidel.
Hamachek, Don (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In Richard P. Lipka & Thomas M. Brinthaupt (Eds.), The role of self in teacher development (pp. 189-224). Albany, NY: State University of New York Press.
Kelchtermans, Geert, & Vandenberghe, Roland (1994). Teachers’ professional development: A biographical perspective. Journal of Curriculum Studies, 26, 45-62.
Kolb, David A., & Fry, Ronald (1975). Towards an applied theory of experiential learning. In Cary L. Cooper (Ed.), Theories of group processes (pp. 33-58). New York: Wiley.
Korthagen, Fred (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
Korthagen, Fred, Kessels, Jon, Koster, Bob, Lagerwerf, Bram, & Wubbels, Theo (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
Korthagen, Fred, & Lagerwerf, Bram (2001). Teachers’ professional learning: How does it work?. In Fred A. J. Korthagen (with) Jon Kessels, Bob Koster, Bram Lagerwerf, & Theo Wubbels, Linking practice and theory: The pedagogy of realistic teacher education (pp. 175-206). Mahwah: Lawrence Erlbaum Associates.
Korthagen, Fred, & Vasalos, Angelo (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice, 11(1), 47-71.
Marton, Ference, & Booth, Shirley (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum.
Mayes, Clifford (2001). A transpersonal model for teacher reflectivity. Journal of Curriculum Studies, 33(4), 477-493.
Marton, Ference, Dahlgren, Lars O., Svensson, Lennart, & Saljö, Roger (1977). Inlärning och omvärldsuppfattning [Learning and conceptions of reality]. Stockholm: Almqvist & Wiksell.
Ofman, Daniel (2000). Core qualities: A gateway to human resources. Schiedam: Scriptum.
Palmer, Parker J. (1998). The courage to teach. San Francisco, CA: Jossey-Bass.
Schön, Donald A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Shavelson, Richard J, & Stern, Paula (1981). Research on teachers’ pedagogical thoughts, judgements, decisions, and behavior. Review of Educational Research, 51, 455-498.
Smith, Peter J. (2003). Workplace learning and flexible delivery. Review of Educational Research, 73(1), 53-88.
Tickle, Les (1999). Teacher self-appraisal and appraisal of self. In Richard P. Lipka & Thomas M. Brinthaupt (Eds.), The role of self in teacher development (pp. 121-141). Albany, NY: State University of New York Press.
Tigchelaar, Anke, Brouwer, Niels, & Korthagen, Fred (2008). Crossing horizons: Continuity and change during second-career teachers’ entry into teaching. Teaching and Teacher Education, 24, 1530-1550.
Wubbels, Theo (1992). Leraren tellen [Teachers count]. Utrecht: Utrecht University.
Yinger, Robert J. (1986). Examining thought in action: A theoretical and methodological critique of research on interactive teaching. Teaching and Teacher Education, 2(3), 263-282.