Abstract

SANTOS, Bettina Steren dos; SPAGNOLO, Carla  and  STOBAUS, Claus Dieter. Teachers’ professional development in contemporaneity: transformative implications for being and doing. Educação. Porto Alegre [online]. 2018, vol.41, n.1, pp.74-82. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2018.1.29721.

This study presents a theoretical dialogue about professional teacher development and its implications for teacher learning in an integrated perspective between the person/professional and theory/practice binomials. The objective was to reflect on the different aspects that make up the professional development and the possibilities of transformation for quality in the continuous education of teachers. The study is characterized as a qualitative bibliographical research, about the authors discussions based on the readings of the different materials. It was possible to understand that the continuous education of teachers needs to be rethought and be more developed taking into account the bases that support the actions of educational institutions. Professional development, through this bias, assumes an important role in the constitution of spaces that provide active listening, the understanding of the other and the perception of complexity as the comprehension of the whole, from individual and collective needs.

Keywords : Professional Development; Teaching; Person; Professional.

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