Desenvolvimento profissional dos professores

Aspectos Conceituais E Práticos

Bibliographic Data

ID3949472
AuthorsMarcia Souza Hobold, Márcia De Souza Hobold (0000-0002-4179-608X, Universidade Federal de Santa Catarina, corresponding author)
Year2018
Volume13
Issue2
Pages425-442
Publication date2018-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.13i2.0010
OpenAlexW2787113630
LanguageEN
Citations received7

This article aims to discuss the concept of teacher professional development and its implication in the teacher education processes of Marcelo García (1999) and Oliveira-Formosinho’s (2009) studies. The following basic questions form the basis of the discussion: What teaching practices can contribute to the teacher development process? What reflections are necessary so that the work space, that is, the school and its specificities can participate in the professional development process of the teachers? The results of this conceptual reflection show the need to research and value the formative spaces of teachers, in order to prioritize mainly the intentionality of working on the personal dimension of the teacher in the formative spaces of teachers, whether initial or continuing teacher education. Keywords: Teacher professional development. Teacher education. Beliefs in teaching practice

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