Cases as an investigative-formative strategy in the parfor supervised practice
This article presents results of the reorganization of the Supervised Practice course in the Plano Nacional de Formação dos Professores da Educação Básica [National Plan of Professional Training of Teachers of Basic Education] (Parfor). The article sought to investigate whether the use of teaching c...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/6755 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/6755 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de Professores Estágio Supervisionado Currículo Parfor Teaching Formation des Enseignants Stage Supervise Curriculum Parfor Formación de Profesores Pasantía Supervisada Plan de Estudios Teacher Training Supervised Internship |
| Sumario: | This article presents results of the reorganization of the Supervised Practice course in the Plano Nacional de Formação dos Professores da Educação Básica [National Plan of Professional Training of Teachers of Basic Education] (Parfor). The article sought to investigate whether the use of teaching cases suits the context of a second licensure program, promotes discussions and reflection and contributes to teachers’ professional development. The cases were methodologically adopted as an investigation strategy to be used in teacher training, with narratives and talk circles being its main instruments. The results revealed that the teaching cases helped the investigation and training processes, thus contributing to the professional development of the licensure students. |
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