Por que a docência? Marcadores sociopedagógicos do desenvolvimento profissional de aspirantes à carreira docente

Bibliographic Data

ID4980396
AuthorsMarta Nörnberg (0000-0002-9865-7056, Universidade Federal de Pelotas), Maiane Liane Hatschbach Ourique (Universidade Federal do Pampa)
Year2018
Volume13
Issue2
Pages348-364
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.13i2.0006
OpenAlexW2785247966
LanguagePT
References cited10

Education and life experience beyond the university space act on the process of teaching professional development. In this paper, this argument is supported through the analysis of some socio-educational markers of a group of trainees in the courses of Biological Sciences and Pedagogy. The purpose is to focus on different aspects that make up the construction of the teaching profession, before entering university, acknowledging that such experiences are updated along the supervised internship and, because of this, require reflection. The problematic of research may be expressed in the following way: Which effects do the teaching socialized images play on the ones aspiring the teaching career? The reflection about such aspects allows, among other things, the qualification of the teaching work in the classroom as well as the construction of basis for teachers’ education from the point of view of the university students. Keywords: Teacher education. Teaching Professional development. Socio-educational markers

Humanities · Internship · Medical education · Pedagogy · Professional development · Sociology · Education and Digital Technologies · Education Pedagogy and Practices · Educational Practices and Policies · Medicine · Philosophy

Tools

Open DOIOpen Access