Loading...
Please wait, while we are loading the content...
Similar Documents
Uma profissionalidade reclamada no 1º ciclo do Ensino Básico: um estudo sobre as possibilidades da reflexão colaborativa sobre a prática como dispositivo de (trans)formação
| Content Provider | Semantic Scholar |
|---|---|
| Author | Pimenta, Paulo Alexandre Correia |
| Copyright Year | 2012 |
| Abstract | The study follows a process of critical reflection of its author on the reconfigurations that occur in the teaching profession in the context of late modernity. Using as empirical reflections individual written and oral discourses produced in groups in the development of a set of reflection sessions on the practice involving teachers of the elementary education of a group of schools in which the author was a supervisor/counselor, he tries to understand which ways the professional autonomy is taking and how the role of the reflective practitioner is changing. Questioning the actual first grade teachers professional situation, the author grounded is theories in different conceptual contributions from the teachers training and professional situation field, especially those about the reflective practitioner, taking them in a late modern contextualized and socio-critical problems; These contributions made it possible to detain and refer the current empirical work. The empirical work was based on the recognition of the plurality of heterogeneous and non-scientific knowledge with the aim of promoting interaction and interdependence between scientific and non scientific knowledge, which allowed to recognize the methodologies used by the study participants. Content analysis was the methodological mediator resource used in empirical work that allowed reconstructing the empirical reality. As far as data interpretation is concerned, it was clear that teachers reflect on several issues and problems so as to deal with situations often related with a technical rationality. However, reflection is also used in situations involving pedagogical, ethical, cultural and personal development concerns grounded in their teaching practices that make possible strong opinions on different topics. As a final reflection it seems that the group of teachers of elementary education can be assumed as an agency through their reflections grounded in the heat of practice granting it its own identity, rejecting the speeches about them and becoming themselves the carriers of their own narration, aiming the opportunity to change. |
| File Format | PDF HTM / HTML |
| DOI | 10.25766/37ny-pw82 |
| Alternate Webpage(s) | https://repositorio-aberto.up.pt/bitstream/10216/67962/2/30332.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
