SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
DOI:
https://doi.org/10.5216/ia.v47i2.71363Abstract
This research aimed to know the social representations of Pedagogy teachers about their pedagogical practices. Guided by the Theory of Social Representations associated with the Argumentation Theory, the research counted on the participation of ten Pedagogy teachers from a private university, in the city of Petrópolis. The data were collected through semistructured interviews and metaphor inductions, and were analyzed according to the Argumentative Strategy Model. The results show that the social representations of the subjects about their pedagogical practices are objectified as a "model" and are anchored in the belief that the experience in Elementary School provides the necessary requirements to become a teacher educator. It is concluded that the subjects represent their pedagogical practices from a utilitarian perspective.
KEYWORDS: Social Representations. Teacher Training. Pedagogical Practice. Pedagogy Teachers.
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