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Abstract(s)
Constituem objetivos deste artigo analisar e sistematizar, numa perspectiva de teorização fundada em pesquisa e aprofundamento teórico, a problemática da formação de professores (inicial e continuada) e sua relação com o desenvolvimento profissional. Esta abordagem estrutura-se conceptualmente na estreita relação da formação de professores com (1) a construção e natureza do conhecimento profissional respectivo e (2) a natureza socioprática da função a ser desempenhada pelo profissional de ensino a formar. Convocam-se, na metodologia desenvolvida nesta análise, informações provenientes da literatura disponível no campo e do longo percurso de pesquisa, intervenção, consultoria política e publicações da autora nesse domínio, bem como revisões de literatura e pesquisa na área, por ela coordenadas. Como eixos da análise destacam-se: a ressignificação da dualidade formação inicial; formação continuada em termos do conceito de desenvolvimento profissional; a relação essencial entre a discussão da formação de professores e o posicionamento da atividade docente frente ao estatuto de profissionalidade; e a clarificação do perfil do profissional docente e suas implicações para as lógicas da formação. Como considerações finais, destaca-se, para o campo da formação de professores, a necessidade de reforçar os conceitos de desenvolvimento profissional e de profissionalidade docente, como referentes transformativos da qualidade e eficácia da formação.
The aim of the article was to analyze and systematize, within a perspective of theorization based on research and theoretical developments, the difficulty related to teacher education (pre and in-service) concerning professional development. The analysis is conceptually structured based on the close relation of teacher education to (1) the construction and nature of knowledge of the professional educator and (2) the socio-practical nature of teaching as a complex social function to be performed by the professional teacher to be educated. The methodology developed in this analysis was based on information from the literature available in the field and from the long course of the author’s research, intervention, policy advice and publications in this field, as well as literature and research reviews conducted by the author. The main aspects of the analysis emphasize the following: ressignification of the dualism pre-service/in-service teacher education within the richer concept of professional development; the essential relation between teacher education debate and the analysis of the teaching activity regarding professionalism; and the clarification of the teachers’ profile as a professional and its implications for the rationale of teacher education. The final considerations, for the field of teacher education, focus on the need to reinforce the concepts of professional development and professionalism as potential transformers of teacher education effectiveness and quality.
The aim of the article was to analyze and systematize, within a perspective of theorization based on research and theoretical developments, the difficulty related to teacher education (pre and in-service) concerning professional development. The analysis is conceptually structured based on the close relation of teacher education to (1) the construction and nature of knowledge of the professional educator and (2) the socio-practical nature of teaching as a complex social function to be performed by the professional teacher to be educated. The methodology developed in this analysis was based on information from the literature available in the field and from the long course of the author’s research, intervention, policy advice and publications in this field, as well as literature and research reviews conducted by the author. The main aspects of the analysis emphasize the following: ressignification of the dualism pre-service/in-service teacher education within the richer concept of professional development; the essential relation between teacher education debate and the analysis of the teaching activity regarding professionalism; and the clarification of the teachers’ profile as a professional and its implications for the rationale of teacher education. The final considerations, for the field of teacher education, focus on the need to reinforce the concepts of professional development and professionalism as potential transformers of teacher education effectiveness and quality.
Description
Keywords
Conhecimento profissional docente Desenvolvimento profissional Formação de professores Profissionalidade Professional teaching knowledge Professional development Teacher training Professionalism
Citation
Roldão, Maria do Céu (2017). Formação de professores e desenvolvimento profissional. Revista de Educação PUC-Campinas, 22 (2), 191-202