Abstract

VITORIA, Maria Inês Côrte  and  RIGO, Rosa Maria. The dimensions of pedagogical practice and teacher writing: challenges of teacher education. Educação. Santa Maria [online]. 2018, vol.43, n.1, pp.89-98. ISSN 1984-6444.  https://doi.org/10.5902/1984644423023.

This article presents results of the research "The dimensions of pedago gical practice and the writing of teachers: challenges of teacher educa tion". Through the Classical Diaries (ZABALZA, 2004) it is analyzed which pedagogical dimensions are included in the Journal of Acade mics in the Pedagogy Course, as well as converting such documents into the possibility of writing qualification. The methodology of work followed the 1) an explanation of the characteristics of the Classroom Diary; 2) indication of the writing frequency of the Journal; 3) recor ding the greatest possible number of information; 4) identification of pedagogical dimensions; 5) analysis of writing, under the criteria of: vocabulary repetition, spelling, textual cohesion and coherence; 6) Analysis of the Diaries to follow the processes developed in the Inter nship, and advances in writing. Some results about pedagogical dimen sions: 1) planning needs to be reaffirmed as an organization of teaching, as a prediction, as a script; 2) Planning needs to appear as an element that precedes the lesson; 3) Planning is not the description of what has already happened, but the projection of what will happen; 4) the objectives, methodology, resources, activities planned in the planning need to point to the same purpose (s). About writing: 1) the scarce use of cohesive elements; 2) the compromise of textual coherence; 3) vocabulary repetitions; 4) spelling errors in writing irregular verbs; 4) overly informal language.

Keywords : Pedagogical Practices; Academic Writing; Classroom Diaries.

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