Abstract

ROCHA, Simone Albuquerque da; DOMINGUES, Isa Mara Colombo Scarlati; MIZUKAMI, Maria da Graça Nicoletti  and  SANTOS, Ivanete Rodrigues dos. TEACHING CASES AS AN INVESTIGATIVE-FORMATIVE STRATEGY IN THE PARFOR SUPERVISED PRACTICE. Cad. Pesqui. [online]. 2020, vol.50, n.176, pp.575-591.  Epub Aug 18, 2020. ISSN 1980-5314.  https://doi.org/10.1590/198053146755.

This article presents results of the reorganization of the Supervised Practice course in the Plano Nacional de Formação dos Professores da Educação Básica [National Plan of Professional Training of Teachers of Basic Education] (Parfor). The article sought to investigate whether: the use of teaching cases suits the context of a second licensure program, promotes discussions and reflection, contributes to teachers’ professional development. The cases were methodologically adopted as an investigation strategy to be used in teacher training, with narratives and talk circles being its the main instruments. The results revealed that the teaching cases helped the investigation and training processes, thus contributing to the professional development of the licensure teacher students.

Keywords : TEACHER TRAINING; SUPERVISED INTERNSHIP; CURRICULUM; PARFOR.

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