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Advisor(s)
Abstract(s)
The reflection on the praxis influences the awareness of the complexity of the teaching act which
presupposes questioning, analysis and processing, and leads to more and better learning and
therefore professional development. Using reflection before, during and after the action (the
different phases/stages of the supervision cycle), the training of the teachers-to-be’s training future
teacher has to be more careful and committed to the training process, as it enables the improvement
and development of skills through identifying and becoming aware of the weaknesses of oneself
and the other and experiencing ways of thinking and being a teacher. Our study is based on a
qualitative methodology and the field of research focuses specifically on training practices of
students / future teachers. This study aims at analyzing the very discourse of the participants in
order to understand how to perceive their development as people and as professionals, making use
of the categories of Target Language Observation Scheme (TALOS). TALOS enables content
analysis of their reflections on three classes observed which reveals a self-portrait of professional
practice. As a tentative conclusion, we found an improvement of process capabilities of observation
and self-observation of the study subjects.
Description
Keywords
Initial formation Professional practice Reflexivity Professional skills
Citation
MESQUITA, Elza; MACHADO, Joaquim - Formação, observação e práticas refletidas: autorretrato da prática profissional de seis futuros professores. Revista Internacional de Formação de Professores (RIFP). ISSN 2447-8288. Vol. 1, n.3 (2016), p. 106-133