Learning, professional development and teacher personality: contributions of the historic-cultural approach
In this article, we propose a fresh reading of the categories learning and professional development of teachers in the context of continuing education under the Historical-Cultural Approach in order to show its potential as an integrative perspective. Taking the personality of the teacher as a struc...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal de Viçosa (UFV) |
| Repositorio: | Revista Educação em Perspectiva (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufv.br:article/9003 |
| Acceso en línea: | https://periodicos.ufv.br/educacaoemperspectiva/article/view/9003 |
| Access Level: | acceso abierto |
| Palabra clave: | Learning Professional development Historic-cultural approach Aprendizaje Desarrollo profesional Enfoque histórico-cultural Aprendizagem Desenvolvimento profissional Enfoque Histórico-Cultural |
| Sumario: | In this article, we propose a fresh reading of the categories learning and professional development of teachers in the context of continuing education under the Historical-Cultural Approach in order to show its potential as an integrative perspective. Taking the personality of the teacher as a structuring category, we analyze learning as a personality activity for the creative appropriation of the professional culture that contributes to teacher development, so that these categories are understood as part of a complex and dialectical system. In this system, these categories are integrated and explained with the help of others, such as social situation of development and lived experience (perezhivanie), in order to consider teacher learning and professional development as personality phenomena, in a dialectical relationship that integrates the affective and cognitive dimensions in the socio-historical context of the profession. |
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