Visões de autonomia do professor e sua influência na prática pedagógica
Currently many studies have highlighted the importance of development autonomy of teachers to improve the quality of education. Our study aimed to explore the concepts of autonomy presented that teachers working in kindergarten and first grades of elementary school. Our aim was to understand how the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/134482 |
| Acceso en línea: | http://dx.doi.org/10.1590/1983-21172010120309 http://hdl.handle.net/11449/134482 |
| Access Level: | acceso abierto |
| Palabra clave: | Autonomy Reflexive practice Teacher training Autonomia Prática reflexiva Formação de professores |
| Sumario: | Currently many studies have highlighted the importance of development autonomy of teachers to improve the quality of education. Our study aimed to explore the concepts of autonomy presented that teachers working in kindergarten and first grades of elementary school. Our aim was to understand how these concepoes helped or hindered the development of the action of the teacher second Contreras (2002). The results showed that the conceptions, presented by the teacher, were high ly individualistic, demonstrate a professional focused only on matters relating to the didactic and pedagogic classroom. |
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