Resumo

BORN, BARBARA BARBOSA; MORICONI, GABRIELA MIRANDA  e  LOUZANO, PAULA. PEDAGOGIES OF PRE-SERVICE TEACHER EDUCATION: THE CORE PRACTICE CONSORTIUM CASE. Educ. rev. [online]. 2021, vol.37, e235838.  Epub 31-Jul-2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698235838.

This paper presents and discusses pedagogies developed by the Core Practice Consortium (CPC), a group of 12 Graduate Schools of Education in the United States who collaborate in teacher education research and practice since 2012. The method was a bibliographical review of the academic production of CPC’s main researchers for the last ten years. As a result, we found that the CPC is a “practice-based teacher education” approach and aims to prepare student teachers to enact practices considered essential for teaching in k12 education. For this purpose, researchers identified core practices for teaching in different subjects - the content - and pedagogies that appear to be effective on the process of teaching core practices to future teachers. The evidences produced by the consortium and explored in this paper may serve as an inspiration to reflections about pedagogies in the Brazilian context.

Palavras-chave : teaching practices; pedagogies; teacher initial education.

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