Teaching to Learn: Ways of experiencing the practicum, teacher education and development

Elaine Mateus, Inés Miller, Janaina Cardoso

Resumo


This paper draws on findings from three interrelated research projects

to analyze ways of experiencing the practicum, teacher education and

development from an interventionist collaborative perspective. The shared

fundamentals are 1) learning and development are societal-historical

activities inherent to the nature of human beings; 2) being and identifying

are functions of our total life, not only of episodic engagement with some

task; 3) knowledge and knowing are integral to human active engagement

with the world. Results indicate how different forms of participation  

provide opportunities for colearning and for developing critical reflexivity,

ethical attitude, (pre)professional confidence and autonomy.


Palavras-chave


Teaching to learn; experiencing the practicum, teacher learning and development

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Revista Delta-Documentação e Estudos em Linguística Teórica e Aplicada ISSN 1678-460X