Resumo

TURCHIELO, Luciana Boff  e  ARAGON, Rosane. The reflective teacher’s training in a distance learning program. Perspectiva [online]. 2018, vol.36, n.2, pp.701-723.  Epub 24-Jul-2019. ISSN 2175-795X.  https://doi.org/10.5007/2175-795x.2018v36n2p701.

This article investigates how the student-teachers training occurred in a Pedagogy distance program of a public university from the perspective of the reflective teacher. The study was guided by the methodological design of case study, with data collected in learning portfolios (blogs). The theoretical framework was defined based on the assumptions of Dewey (1959), Alarcão (1996), and papers on how reflective thinking relates to teacher’s training. In the results, reflective training process was approached through the analysis of the postings from a sample of female students during the nine semesters of the program, considering the proposed categories: (i) descriptive posts, (ii) interpretative posts and (iii) reconstructive posts. The corpus analysis showed that the female teachers turned their practice into an object of theoretical reflection, which allowed a reconstruction of actions. Besides that, it was possible to identify an evolution in the teachers’ training reflective process.

Palavras-chave : Reflective teacher; Distance education; Theory and practice.

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