Abstract

ELIAS, Ana Paula de Andrade Janz; ZOPPO, Beatriz Maria  and  GILZ, Claudino. TEACHING CONCEPTIONS FOR TEACHER TRAINING PROCESSES: AN EXPLORATORY STUDY. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2020, vol.29, n.57, pp.29-44.  Epub Dec 16, 2020. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2020.v29.n57.p29-44.

The purpose of this exploratory qualitative research is to analyze the teaching conceptions of Curitiba’s municipal school system in relation to the processes of teacher training experienced by them throughout their professional careers. The analysis of these data attests to four different findings: teachers demonstrating knowledge about the relevance of the initial and continuing formation processes; teachers who do not initially identify contributions from the initial training to their classroom performance; teachers who demonstrate willingness to undertake new continuing education courses; and teachers who show some resistance in terms of expansion of initial training due to the working conditions to which they are subjected. The need for further research on the problem is identified, especially regarding the relevance of alternative continuing education activities for teachers in this municipal school system.

Keywords : Teacher training; Continuing education; Basic education; Public schools.

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