A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação
This paper is part of a wider research, which main goal is to evaluate how the teacher applies the content of the theories of psychology as a tool to structure his/her pedagogical work while applies his/her practice in building new theories into his/her continuing professional development. This rese...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Paraná
2006-12-01
|
| Series: | Interação em Psicologia |
| Subjects: | |
| Online Access: | http://revistas.ufpr.br/psicologia/article/view/7685 |
| _version_ | 1819070183843561472 |
|---|---|
| author | Mírian Barbosa Tavares Raposo Diva Maria Moraes Albuquerque Maciel |
| author_facet | Mírian Barbosa Tavares Raposo Diva Maria Moraes Albuquerque Maciel |
| author_sort | Mírian Barbosa Tavares Raposo |
| collection | DOAJ |
| description | This paper is part of a wider research, which main goal is to evaluate how the teacher applies the content of the theories of psychology as a tool to structure his/her pedagogical work while applies his/her practice in building new theories into his/her continuing professional development. This research evaluated, in its many levels, the curriculum proposal and pedagogical organization of a semi-distance learning course of pedagogy for teachers, built on the theoretical and methodological framework of the sociocultural constructivist approach. In the present paper, the co-construction results were focused based on the following methodological strategies: (1) check up of the portfolio of 13 students of the course; (2) semi-structured interview with these 13 students; and (3) evaluation of the academic practice of one of these students in her classroom. The analysis of the results was based on three categories developed for this study: reflexive exercise; student’s active role; and the role of the other. Such information represents an important contribution for the development of innovative didactic strategies on the professional development of teachers.
Keywords: psychology; professional development of teachers; teachers’ learning; constructivist sócio-cultural approach. |
| first_indexed | 2024-12-21T17:01:54Z |
| format | Article |
| id | doaj.art-81a2c17545954f9a909d4788300b6efe |
| institution | Directory Open Access Journal |
| issn | 1981-8076 |
| language | English |
| last_indexed | 2024-12-21T17:01:54Z |
| publishDate | 2006-12-01 |
| publisher | Universidade Federal do Paraná |
| record_format | Article |
| series | Interação em Psicologia |
| spelling | doaj.art-81a2c17545954f9a909d4788300b6efe2022-12-21T18:56:38ZengUniversidade Federal do ParanáInteração em Psicologia1981-80762006-12-0110210.5380/psi.v10i2.76855392A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formaçãoMírian Barbosa Tavares RaposoDiva Maria Moraes Albuquerque MacielThis paper is part of a wider research, which main goal is to evaluate how the teacher applies the content of the theories of psychology as a tool to structure his/her pedagogical work while applies his/her practice in building new theories into his/her continuing professional development. This research evaluated, in its many levels, the curriculum proposal and pedagogical organization of a semi-distance learning course of pedagogy for teachers, built on the theoretical and methodological framework of the sociocultural constructivist approach. In the present paper, the co-construction results were focused based on the following methodological strategies: (1) check up of the portfolio of 13 students of the course; (2) semi-structured interview with these 13 students; and (3) evaluation of the academic practice of one of these students in her classroom. The analysis of the results was based on three categories developed for this study: reflexive exercise; student’s active role; and the role of the other. Such information represents an important contribution for the development of innovative didactic strategies on the professional development of teachers. Keywords: psychology; professional development of teachers; teachers’ learning; constructivist sócio-cultural approach.http://revistas.ufpr.br/psicologia/article/view/7685psicologia e formação de professoresaprendizagem docenteabordagem sociocultural construtivista |
| spellingShingle | Mírian Barbosa Tavares Raposo Diva Maria Moraes Albuquerque Maciel A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação Interação em Psicologia psicologia e formação de professores aprendizagem docente abordagem sociocultural construtivista |
| title | A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação |
| title_full | A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação |
| title_fullStr | A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação |
| title_full_unstemmed | A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação |
| title_short | A psicologia e a formação de professores: ação e reflexão a partir da percepção de professores em formação |
| title_sort | psicologia e a formacao de professores acao e reflexao a partir da percepcao de professores em formacao |
| topic | psicologia e formação de professores aprendizagem docente abordagem sociocultural construtivista |
| url | http://revistas.ufpr.br/psicologia/article/view/7685 |
| work_keys_str_mv | AT mirianbarbosatavaresraposo apsicologiaeaformacaodeprofessoresacaoereflexaoapartirdapercepcaodeprofessoresemformacao AT divamariamoraesalbuquerquemaciel apsicologiaeaformacaodeprofessoresacaoereflexaoapartirdapercepcaodeprofessoresemformacao AT mirianbarbosatavaresraposo psicologiaeaformacaodeprofessoresacaoereflexaoapartirdapercepcaodeprofessoresemformacao AT divamariamoraesalbuquerquemaciel psicologiaeaformacaodeprofessoresacaoereflexaoapartirdapercepcaodeprofessoresemformacao |