Theory and practice in teacher education: relation in/without perspective

Authors

  • Adriana Socorro ; Maria Rosa Petroni

DOI:

https://doi.org/10.5216/sig.v21i2.9150

Abstract

This article discusses the need of improving the educational process of
the Portuguese language teacher with the purpose of (re)establishing the
relationship between theory and practice in the literacy learning and teaching
process. In order to do so, it is necessary to implement a policy whose goal is
the reflexive and critical teacher so that s/he could be capable of transforming
the school context into a learning and researching environment. In this view,
teacher education through literacy/literacies is/can be the proper way leading
to this kind of practice grounded on the work with discourse genres.

Downloads

Download data is not yet available.

Downloads

Published

2010-03-23

How to Cite

MARIA ROSA PETRONI, A. S. ;. Theory and practice in teacher education: relation in/without perspective. Signótica, Goiânia, v. 21, n. 2, p. 219–244, 2010. DOI: 10.5216/sig.v21i2.9150. Disponível em: https://revistas.ufg.br/sig/article/view/9150. Acesso em: 17 jul. 2024.

Issue

Vol. 21 No. 2 (2009)

Section

Article

License

Author (s) authorize Signótica to publish an article, if accepted, signing its contribution as original and not submitted to another publisher for publication. In case of acceptance and publication, Signótica's articles are Creative Comons BY-NC-ND (Attribution + Non-Commercial + Non-Derivatives)