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- Title
APRENDIZAJES PROFESIONALES COLABORATIVOS Y APOYO AL PROFESOR PRINCIPIANTE EN EL CONTEXTO DE UN PROGRAMA PÚBLICO EN BRASIL.
- Authors
Ferragut Passos, Laurizete
- Abstract
The university's approach to the elementary school through partnerships has been evoked by public policies as a support and professional development strategy that favor the training of teachers and the improvement of their instruction. The purpose of the article is to describe and analyze the collaborative professional learning that took place within the scope of a public program called Observatório da Educação-Obeduc of the Ministry of Education of Brazil. The data explored here are part of one of the approved projects that integrated a larger networked project. The objective of this project was to understand the multiple perspectives and contexts brought by emerging and experienced teachers in a training process planned by everyone based on their practices and their needs in relation to teaching and learning mathematics. Based on documentary analysis, selected episodes in the context of the program will be analyzed and will show how the knowledge and exchanges can constitute support for those who are starting their careers. The study shows the positive repercussions of the university's partnership with the school by bringing together teachers from different segments of the elementary school and university professors and researchers in a collaborative work established by dialogue and the needs of teachers in the development of their work at school. Researching and analyzing public programs like the one discussed here shows the effectiveness of the debate and the meaning of the policy for teachers, as it is their understanding that they may or may not become interpreters of this policy in practice.
- Subjects
TEACHER training; CAREER development; COLLABORATIVE learning; GOVERNMENT policy; PUBLIC support; TEACHER development
- Publication
Paradigma, 2021, Vol 42, Issue Extra 2, p152
- ISSN
1011-2251
- Publication type
Article