<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092018000200425</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.13i2.0010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento profissional dos professores: aspectos conceituais e práticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher professional development: conceptual and practical aspects]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo profesional de los profesores: aspectos conceptuales y prácticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hobold]]></surname>
<given-names><![CDATA[Márcia de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>425</fpage>
<lpage>442</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092018000200425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092018000200425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092018000200425&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo tem como objetivo discutir o conceito de desenvolvimento profissional docente e sua implica&#231;&#227;o nos processos formativos de professores dos estudos de Marcelo Garc&#237;a (1999) e Oliveira-Formosinho (2009). As seguintes quest&#245;es basilares fundamentam a discuss&#227;o: Que pr&#225;ticas docentes podem ser contributivas para o processo de desenvolvimento dos professores? Que reflex&#245;es s&#227;o necess&#225;rias para que o espa&#231;o de trabalho, ou seja, a escola e suas especificidades possam participar do processo de desenvolvimento profissional dos docentes? Os resultados dessa reflex&#227;o conceitual mostram a necessidade de pesquisar e de valorizar os espa&#231;os formativos de professores, de forma a priorizar, principalmente, a intencionalidade de trabalhar as quest&#245;es da dimens&#227;o pessoal do professor nos espa&#231;os formativos dos professores, sejam eles de forma&#231;&#227;o inicial ou continuada de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to discuss the concept of teacher professional development and its implication in the teacher education processes of Marcelo Garc&#237;a (1999) and Oliveira-Formosinho&#8217;s (2009) studies. The following basic questions form the basis of the discussion: What teaching practices can contribute to the teacher development process? What reflections are necessary so that the work space, that is, the school and its specificities can participate in the professional development process of the teachers? The results of this conceptual reflection show the need to research and value the formative spaces of teachers, in order to prioritize mainly the intentionality of working on the personal dimension of the teacher in the formative spaces of teachers, whether initial or continuing teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente art&#237;culo tiene como objetivo discutir el concepto de desarrollo profesional docente y su implicaci&#243;n en los procesos formativos de profesores de los estudios de Marcelo Garc&#237;a (1999) y Oliveira-Formosinho (2009). Las siguientes cuestiones b&#225;sicas fundamentan la discusi&#243;n: &#191;Qu&#233; pr&#225;cticas docentes pueden contribuir para el proceso de desarrollo de los profesores? &#191;Qu&#233; reflexiones son necesarias para que el espacio de trabajo, o sea, la escuela y sus especificidades puedan participar del proceso de desarrollo profesional de los docentes? Los resultados de esta reflexi&#243;n conceptual muestran la necesidad de investigar y valorar los espacios formativos de profesores, principalmente priorizando la intencionalidad de trabajar las cuestiones de la dimensi&#243;n personal del profesor, en los espacios formativos de los profesores, ya sean de formaci&#243;n inicial o continuada de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Crenças na prática docente]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Beliefs in teaching practice]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Creencias en la práctica docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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