Exploring the role of research in teacher education and teachers’ professional development

Daniel Alvunger

doi:10.24840/esc.vi67.775

Autores

Daniel Alvunger Linnaeus University https://orcid.org/0000-0003-4243-2496

DOI:

https://doi.org/10.24840/esc.vi67.775

Palavras-chave:

formação de professores baseada na investigação, profissionalismo dos/as professores/as, desenvolvimento profissional contínuo, relação teoria-prática

Resumo

Este artigo explora e discute o papel da investigação na formação de professores e no desenvolvimento profissional dos/as professores/as. Para tal, apresenta algumas perspetivas sobre a formação de professores baseada na investigação e quadros conceptuais para o profissionalismo dos/as professores/as. A relação entre o conhecimento teórico e prático é discutida juntamente com as dimensões centrais do profissionalismo dos/as professores/as. Três metáforas e figuras de pensamento para a relação teoria-prática são introduzidas e discutidas: a investigação como um espelho, como uma bússola e como uma pedra no sapato. Neste contexto, são apresentados alguns exemplos de modelos para o desenvolvimento profissional dos/as professores/as através do envolvimento crítico e da investigação. É dada especial atenção a um modelo dialógico crítico para a formação de professores e o desenvolvimento profissional que promove a aprendizagem reflexiva através da partilha de experiências e do envolvimento em quadros teóricos. Este modelo integra processos de autoconstrução reflexivo-analógicos, crítico-analíticos e interativos, permitindo que professores/as e alunos/as transformem os seus conhecimentos e práticas com base em novas perceções

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