Resumo

SARTI, Flavia Medeiros  e  BUENO, Michelle Cristina. Intergenerational relationship and teacher learning: elements for rediscussing teacher education. Rev. Educ. Questão [online]. 2017, vol.55, n.45, pp.227-253. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2017v55n45ID12752.

This article discusses teacher learning as a process of professional socialization, highlighting the importance of intergenerational relationships between new teachers (including undergraduate students during trainees) and senior teachers in teaching situations. It is based on the results obtained in a qualitative research that has as the empirical reference a supervised trainee in a Pedagogy course. Data collection were done through observations (with video recording) of the trainee’s classes and semi-structured interviews (using videoconfrontation) performed with the trainee and the teacher responsible for the traineeship. We analyzed these data in terms of their content, through theoretical categories developed by authors who are related to professional didactics and others who, from different perspectives, also discuss the process of professional teacher development. The discussions emphasize important gaps in the current initial training model, in terms of its initiatory dimension, as part of a broader process of professional socialization.

Palavras-chave : Teacher professional development; Videoconfrontation; Professional didactics.

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