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ETD Educação Temática Digital

versão On-line ISSN 1676-2592


RAUSCH, Rita Buzzi  e  SADALLA, Ana Maria Falcão de Aragão. Promoção de reflexividade na formação inicial docente: o papel do professor orientador de pesquisa. ETD [online]. 2008, vol.09, n.02, pp.170-188. ISSN 1676-2592.

Principles of investigative practice are commonly proposed as teaching methodological approach in the initial education of teachers, which constitutes a reflexive construction and learning for the teacher. Under this perspective, a great number of institutions have included the End of Term Paper in their program. In this activity, it has been investigated tutors’ main attributes for the development of their tutees’ reflexivity. Seven academic learners from the Teacher Education Course were the subject of study. The meetings with tutors have been recorded and transcribed and the tutees’ oral presentations have been video recorded. Each learner has been asked to produce a portfolio with data from their research processes. It has been observed that the students were very dependent during their first research, showing some fear and insecurity when facing new aspects. The man attributes in the orientation for the promotion of reflexivity from the learners were: knowledge mediation; help for definition and comprehension of theory; showing the need of a critical view of studied phenomena; indication for an ethical research; assumption for an inquisitive attitude; showing of uncertainty during the research process; increase of students’ motivation during the learning process; applying for scientific events and requiring a portfolio for registering research data. The results found have demonstrated the importance of the presence of a tutor during the research process to promote on teachers.

Palavras-chave : Initial Education of Teachers; Reflexivity; Scientific Research Initiation; Role of the Research Tutor.

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