TEACHER TRAINING IN A SCHOOL CONTEXT AND THE INTERLACE WITH TEACHING KNOWLEDGE AND ACTIONS
DOI:
https://doi.org/10.5216/ia.v49i2.78869Keywords:
Teacher Training; Continuing Training; Teaching Knowledge; Pedagogical Practices.Abstract
The study analyzes the construction of teaching knowledge and its relationship with individual experience through a critical-collaborative action research approach, focusing on sensitive listening. Conducted in a primary school within the municipal network of Santa Maria/RS, the research involved eight teachers. The theoretical reflection is based on Maturana and Varela (2001) and Tardif (2014). The results indicate that the teacher's attitude and the way they conduct their pedagogical practice are strongly linked to lived experiences and highlight the importance of continuous in-school training as a powerful moment for teachers to interact with peers, share concerns, face challenges, and reframe their knowledge and practices.
Palabras clave: Formación Docente. Formación Continua. Enseñanza del Conocimiento. Prácticas Pedagógicas.
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Copyright (c) 2024 Clarissa Medianeira Caxambú da Rosa de Souza, Fabiane Romano de Souza Bridi
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