The professional training of teachers: an old problem from a new angle
This article aims to address the professional training of teachers from the angle of the sociology of the professions. The representation of teaching as a “vocation” and the premises of the natural, feminine tendency to perform an activity “greater” than – and superior to – other professions, that o...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/4293 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/4293 |
| Access Level: | acceso abierto |
| Palabra clave: | Sociologia Formação de Professores Profissão Docente Pedagogia profissionalização sociologia das profissões Sociologie Formation des Enseignants Profession d’Enseignant Pédagogie Sociología Formación de Docentes Profesión Docente Pedagogía Sociology Teacher Education Teaching Profession Pedagogy |
| Sumario: | This article aims to address the professional training of teachers from the angle of the sociology of the professions. The representation of teaching as a “vocation” and the premises of the natural, feminine tendency to perform an activity “greater” than – and superior to – other professions, that of the “educator”, has brought a tremendous ambiguity to the training of teachers. Our hypothesis is that the spread of this perspective has contributed to the professional misrepresentation of teaching. Professionalism is a necessary condition for the quality of professional practice because, when anchored in professional habitus, it enables the development of reasonable actions (“sense of play”) that, incorporated into the actions experienced in the school field, supports good professional training. |
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