TEACHER TRAINING FROM THE PERSPECTIVE OF PROFESSIONALIZATION: THE ANALYSIS OF PRACTICES AS A POSSIBILITY.

• Grant number: 22/06171-0
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: July 01, 2023
• End date: December 31, 2024
• Field of knowledge: Humanities - Education
• Principal Investigator: Eliana Ayoub
• Grantee: Marina Cyrino
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

In the scenario of teacher training and professionalization of teaching, there is an understanding that teaching work is complex and unique. Currently, the discussions around this subject, includes the idea of teachers who are able to describe, analyze and understand their practices, with the aim of transforming them. In this context, this project, linked to a larger project, aims, in general, to analyze the space of writing in teacher education, as a support for professional reflection, the practices analysis, the integration of different knowledge for teaching and professional development. The specific objectives are: a) to identify the possibilities of using the practices analysis in teacher education; b) to analyze the contributions of the practices analysis to the reflection exercise in teacher education; c) to understand the different processes of reflection and analysis of practices of future teachers; d) to understand and to analyze, collectively, the spontaneous responses to the situations experienced as a possibility of reciprocal/mutual understanding of the decision-making processes assumed in the internship experience. The methodology follows the constructive-collaborative approach, having as data collection strategies: the reflective written records produced by the participants and the conversation circles, among others built in cooperation with the participants that allow the reflection and analysis of practices. With the development of this project, it is expected to contribute to the professional training of future teachers, enabling them to be able to look at their practice and the situations experienced in the classroom and be able, in a reasoned way, to reflect and transform, always aiming at the improvement of teaching practices.