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Authors
Advisor(s)
Abstract(s)
A ideia de professor/a investigador/a tem uma herança pedagógica muito rica. No atual enquadramento da
formação inicial de professores em Portugal existe a expectativa de que os futuros professores desenvolvam uma atitude investigativa o que tem conduzido à introdução de trabalho de investigação em ligação com as práticas de ensino supervisionadas. Neste capítulo, analisam-se estudos realizados acerca da perspetiva dos formandos sobre a experiência de realizar investigação durante a formação. Com esta análise de resultados, pretende-se destacar a variabilidade existente do ponto de vista das formas de experienciar o processo. Esta variabilidade articula-se com as possibilidades distintas de propósito para a introdução de trabalhos de pesquisa na formação inicial. Num processo complexo como a formação inicial, o conhecimento das experiências e a atenção ao propósito, rumo e resultado das práticas revela-se essencial. Este capítulo inclui, ainda, um foco na especificidade da Educação de Infância nestes processos formativos.
The concept of teacher/researcher has a very rich pedagogical heritage. In the current framework of initial teacher education in Portugal, future teachers are expected to develop a research attitude through the introduction of research work in connection with supervised teaching practices. This chapter presents an analysis of studies on the student teachers' perspective on the experience of conducting research during their initial teacher education. This analysis of the studies’ results aims at highlighting the existing variability of ways of experiencing the process. This variability is linked to the different possibilities or purposes for the introduction of research work in initial teacher education. In a complex process such as initial teacher education, knowledge of experiences and attention to the purpose, direction and result of practices is essential. This chapter also includes a focus on the specificity of early childhood education in these education processes.
The concept of teacher/researcher has a very rich pedagogical heritage. In the current framework of initial teacher education in Portugal, future teachers are expected to develop a research attitude through the introduction of research work in connection with supervised teaching practices. This chapter presents an analysis of studies on the student teachers' perspective on the experience of conducting research during their initial teacher education. This analysis of the studies’ results aims at highlighting the existing variability of ways of experiencing the process. This variability is linked to the different possibilities or purposes for the introduction of research work in initial teacher education. In a complex process such as initial teacher education, knowledge of experiences and attention to the purpose, direction and result of practices is essential. This chapter also includes a focus on the specificity of early childhood education in these education processes.
Description
Keywords
Investigação sobre as práticas Professor investigador Educação de infância Formação inicial de professores Teacher-research Practitioner research Initial teacher education Early childhood education
Citation
Figueiredo, M. P. (2020). Investigação e ensino: contornos e contributos na formação inicial de educadores de infância. In H. Ramalho, A. P. Cardoso, C. Lacerda, J. Rocha, & M. P. Figueiredo (Eds.), Aprender é coisa séria: Contributos para a construção do saber escolar I (pp. 3–19). Escola Superior de Educação de Viseu.
Publisher
Escola Superior de Educação de Viseu