Reflexão sobre o pré-profissional prática no pré-profissional formação de professores aprendizes. Percepções do mundo académico tutores
DOI:
https://doi.org/10.24310/RevPracticumrep.v7i2.13878Palavras-chave:
Prática pré-profissional, formação de professores, parceria pedagógica, reflexão conjunta, relação teórico-práticaResumo
A formação de professores aprendizes (AdD) requer actualmente modelos de formação destinados a reforçar a relação teórico-prática e a reflexão sobre as situações ou experiências da prática pré-profissional (PP). Esta investigação foi realizada na Universidade Nacional de Educação (UNAE). Envolveu três estudos de casos múltiplos dos grupos correspondentes do quinto semestre do quinto semestre ADE do curso de Educação Básica (BE) na Universidade Nacional de Educação do Equador e os seus pares pedagógicos académicos correspondentes (PPAs), que participaram num processo de reflexão conjunta. Foram realizadas duas entrevistas semi-estruturadas em profundidade e analisadas através de um estudo temático dedutivo. Os resultados identificam diferenças nas representações da natureza da reflexão que ensinam entre os tutores que compõem os CAE e sublinham a necessidade de os formar para um ensino de reflexão mais colaborativo.
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