THEORETICAL CONTRIBUTIONS TO THINKING ABOUT TEACHER TRAINING FROM THE PERSPECTIVE OF PROFESSIONALITY
This article consists of a bibliographical study on teacher education and professionalism, delving into aspects of competencies and professional identity of teachers. Initially, a conceptual approach is made to teacher education, leading to the term “professionalism” and its developments, such as co...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Editora Autêntica |
| Repositorio: | Formação Docente (Associação Nacional de Pós-Graduação e Pesquisa em Educação) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.www.revformacaodocente.com.br:article/717 |
| Acceso en línea: | https://www.revformacaodocente.com.br/index.php/rbpfp/article/view/717 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de professores competências profissionalidade identidade Teacher education skills professionalism identity Formación docente competencias profesionalidad identidad |
| Sumario: | This article consists of a bibliographical study on teacher education and professionalism, delving into aspects of competencies and professional identity of teachers. Initially, a conceptual approach is made to teacher education, leading to the term “professionalism” and its developments, such as competencies and identities. In this context, the text explores different theoretical perspectives on teacher education processes, aligning with the thoughts of authors who navigate through critical and post-critical theories. Theoretical contributions were gathered to discuss the ways in which teacher identities are formed, considering the exercise of professional competencies. It is possible to understand that perspectives on the professional formation of teachers, framed in competencies and identities, involve a dynamic process, guided by social changes and delimited by different contexts that produce them. |
|---|