Abstract

BARROS, Conceição de Maria Pinheiro; DIAS, Ana Maria Iorio  and  CABRAL, Augusto Cézar de Aquino. Institutional actions for teachers training: what are the contributions to the development of Bachelors in Teaching?. Ensaio: aval. pol. públ. educ. [online]. 2019, vol.27, n.103, pp.317-339.  Epub June 14, 2019. ISSN 1809-4465.  https://doi.org/10.1590/s0104-40362019002701476.

This study aims to evaluate the contributions of institutional actions for teachers training for the development of Bachelors in Teaching. A qualitative investigation and a multiple case study were developed for this research. It employed documental analysis, participant observation and survey as techniques. The study was applied to 37 bachelors in teaching who work at Universidade Federal do Ceará (Brazil). During the process of interpretation of results, the Hermeneutic Content Analysis was used. The main results show that institutional actions for teachers training contribute to the development of Bachelors in Teaching, by offering subsidies to the production of educational knowledge and by providing paradigm shifts in the actions of bachelors as teachers in the teaching-learning process. However, there are lacks related to the specific needs of bachelors that hinder teaching knowledge development

Keywords : Teaching education; Institutional actions for teachers training; Bachelor in teaching.

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