Teaching learning and professional development via internet: an analysis of an hybrid teacher education program

• Grant number: 14/11263-5
• Support Opportunities: Scholarships in Brazil - Doctorate
• Effective date (Start): September 01, 2014
• Effective date (End): February 29, 2016
• Field of knowledge: Humanities - Education - Specific topics in Education
• Acordo de Cooperação: Coordination of Improvement of Higher Education Personnel (CAPES)
• Principal Investigator: Aline Maria de Medeiros Rodrigues Reali
• Grantee: Luciana Cristina Cardoso
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The research aims to analyze the limits and contributions of a hybrid space, the 3rd Space, involving future teachers (student teachers in pedagogy, in distance), experienced teachers and teacher’s educators of an initial Teacher Education Program. Specifically, we intend to analyze construction processes of knowledge necessary for the exercise of pedagogical practices in different school contexts; understand how theoretical and practical knowledge are integrated in the knowledge base for teaching and explained in the group of future teachers; understand whether a hybrid space maintains the articulation of knowledge of various kinds for the benefit of learning from teaching. The theoretical framework includes : initial and continuing education of teachers ; learning to teach and professional development ; knowledge base ; university - school partnership; hybrid spaces and written narratives : Veenman, 1984; Abarca, 1999; Mizukami et al, 2002; Garcia, 2002, 1999; Shulman, 1987 and 2005 ; Zeichner, 2010; Penã and Allegretti, 2012; Martin Torrez and Snow, 2011; Cavaco, 1995. The research adopts a constructive - collaborative approach (Cole and Knowles, 2003) of research and intervention. The instruments for data collection are the written narratives (VAZ, MAUÉS and MENDES, 2001) prepared by the participants. The data analysis consider a procedural way with focus in the knowledge base model as the main reference (SHULMAN, 1987). (AU)