Abstract

PIMENTA, Selma Garrido. Formação de professores: saberes da docência e identidade do professor. Rev. Fac. Educ. [online]. 1996, vol.22, n.2, pp.72-89. ISSN 0102-2555.

The text presents a systematization of theoretical-methodological basement due to initial stage of the research: “The art of teaching in the Licentiateship: a study of a course program effect in the teaching practice of movement which has turned to the analysis of teaching practice as a way to rethink the initial and continous teachers development. In respect to initial development, the undergraduate courses, when they develop a formal curriculum with contents and apprenticeship activities apart from the school realities has contributed so little to improve a new identity to the teacher. With reference to continous education the most frequent practice is to realize suppletive courses and/or update the teaching contents. The programs has not showed so efficient to change the teaching practice and, consequently, the school failure situations, for not taking the teaching practice in their contents. It’s in this context that the researches about the practice are announcing new ways of teaching development. One of that is the professional teacher identity discussion, having as theoretical-methodological support the question of knowledges that constitute the teaching and the reflections process development about the practice. This is the way that we are passing through, in a trial of re-meaning the development processes to start from the re-considerations of necessary knowledges to the teaching, placing the teaching practice as analysis matter.

Keywords : Initial and continous development; Reflective teacher; Identity; Teaching knowledge.

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