<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432025000100228</article-id>
<article-id pub-id-type="doi">10.1590/2175-6236137014vs01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Padrões Profissionais e a Qualidade da Formação Inicial de Professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional Standards and the Quality of Initial Teacher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Valdinei Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Talbot]]></surname>
<given-names><![CDATA[Debra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Coordenação de Aperfeiçoamento de Pessoal de Nível Superior  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,The University of Sydney  ]]></institution>
<addr-line><![CDATA[Sydney NSW]]></addr-line>
<country>Austrália</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432025000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432025000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432025000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo aborda as repercussões dos Australian Professional Standards for Teachers na qualidade dos cursos de formação inicial de uma relevante universidade australiana. Metodologicamente, utiliza o estudo de caso para analisar, com base no dialogismo, os dados coletados em entrevistas com os gestores acadêmicos dos cursos estudados. Os resultados encontrados apontam que a adoção dos Standards traz alguns benefícios para a concepção, a estruturação e o desenvolvimento desses cursos, mas revelam também tensões pela inflexibilidade no seu uso pelo processo australiano de acreditação da qualidade, sem garantir o espaço necessário à criatividade e à inovação da formação docente nos diversos contextos educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article investigates the repercussions of the Australian Professional Standards for Teachers on the quality of initial teacher education programs at a relevant Australian university. Methodologically, it uses the case study to analyse, based on dialogism, the data collected in interviews with the academic managers of the courses in focus. The results indicate that the adoption of Standards brings some benefits to the design, structuring and development of these courses, but they also reveal tensions due to the inflexibility in its use by the Australian quality accreditation process, without guaranteeing the necessary space for creativity and innovation in teacher education in different educational contexts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade]]></kwd>
<kwd lng="pt"><![CDATA[Austrália]]></kwd>
<kwd lng="pt"><![CDATA[Padrões Profissionais]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Quality]]></kwd>
<kwd lng="en"><![CDATA[Australia]]></kwd>
<kwd lng="en"><![CDATA[Professional Standards]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<collab>AITSL</collab>
<collab>Australian Institute for Teaching and School Leadership</collab>
<source><![CDATA[Australian Professional Standards for Teachers]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Melbourne ]]></publisher-loc>
<publisher-name><![CDATA[Aitsl]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<collab>AITSL. Australian Institute for Teaching and School Leadership</collab>
<source><![CDATA[Accreditation of initial teacher education programs in Australia]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Melbourne ]]></publisher-loc>
<publisher-name><![CDATA[Aitsl]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<collab>AITSL</collab>
<collab>Australian Institute for Teaching and School Leadership</collab>
<source><![CDATA[Guidelines for the accreditation of initial teacher education programs in Australia]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Melbourne ]]></publisher-loc>
<publisher-name><![CDATA[Aitsl]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<collab>AITSL</collab>
<collab>Australian Institute for Teaching and School Leadership</collab>
<source><![CDATA[Teaching performance assessment: Program Standard 1.2]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Melbourne ]]></publisher-loc>
<publisher-name><![CDATA[Aitsl]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAKHTIN]]></surname>
<given-names><![CDATA[Mikhail]]></given-names>
</name>
</person-group>
<source><![CDATA[The dialogic imagination: four essays]]></source>
<year>1981</year>
<publisher-loc><![CDATA[Austin, TX ]]></publisher-loc>
<publisher-name><![CDATA[University of Texas Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAKHTIN]]></surname>
<given-names><![CDATA[Mikhail]]></given-names>
</name>
</person-group>
<source><![CDATA[Problems of Dostoevsky's Poetics]]></source>
<year>1984</year>
<publisher-loc><![CDATA[Minneapolis ]]></publisher-loc>
<publisher-name><![CDATA[University of Minnesota Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BEAUCHAMP]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
<name>
<surname><![CDATA[THOMAS]]></surname>
<given-names><![CDATA[Lynn]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding teacher identity: an overview of issues in the literature and implications for teacher education]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year>2009</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>175-80</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BIESTA]]></surname>
<given-names><![CDATA[Gert]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How does a competent teacher become a good teacher? on judgement, wisdom and virtuosity in teaching and teacher education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[HEILBRONN]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<name>
<surname><![CDATA[FOREMAN-PECK]]></surname>
<given-names><![CDATA[Lorraine]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophical Perspectives on Teacher Education]]></source>
<year>2015</year>
<page-range>1-22</page-range><publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Wiley-Blackwell]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<collab>BIRD. World Bank</collab>
<source><![CDATA[What matters most in teacher policies?]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[World Bank]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOURKE]]></surname>
<given-names><![CDATA[Terri]]></given-names>
</name>
<name>
<surname><![CDATA[RYAN]]></surname>
<given-names><![CDATA[Mary]]></given-names>
</name>
<name>
<surname><![CDATA[LLOYD]]></surname>
<given-names><![CDATA[Margaret]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The discursive positioning of graduating teachers in accreditation of teacher education programs]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2016</year>
<volume>53</volume>
<page-range>1-9</page-range><publisher-loc><![CDATA[Amsterdã ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação. Conselho Nacional de Educação</collab>
<source><![CDATA[Resolução CNE/CP n. 2, de 20 de dezembro de 2019]]></source>
<year>2020</year>
<month>a</month>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[Diário Oficial da União [da] República Federativa do Brasil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação. Conselho Nacional de Educação</collab>
<source><![CDATA[Resolução CNE/CP n. 1, de 27 de outubro de 2020]]></source>
<year>2020</year>
<month>b</month>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[Diário Oficial da União [da] República Federativa do Brasil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CARR]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Guidelines for teacher training: the competency model]]></article-title>
<source><![CDATA[Scottish Educational Review]]></source>
<year>1993</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-25</page-range><publisher-loc><![CDATA[Glasgow ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHURCHWARD]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
<name>
<surname><![CDATA[WILLIS]]></surname>
<given-names><![CDATA[Jill]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Pursuit of Teacher quality: identifying some of the multiple discourses of quality that impact the work of teacher educators]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year>2019</year>
<volume>47</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>251-64</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COCHRAN -SMITH]]></surname>
<given-names><![CDATA[Marilyn]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The outcomes question in teacher education]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2001</year>
<volume>17</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>527-46</page-range><publisher-loc><![CDATA[Amsterdã ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COSENTINO]]></surname>
<given-names><![CDATA[Clemencia]]></given-names>
</name>
<name>
<surname><![CDATA[SRIDHARAN]]></surname>
<given-names><![CDATA[Swetha]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Improving Teacher Quality: Lessons Learned from Grantees of the Partnership to Strengthen Innovation and Practice in Secondary Education]]></article-title>
<source><![CDATA[Mathematica Policy Research]]></source>
<year>2017</year>
<numero>62</numero>
<issue>62</issue>
<publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DARLING-HAMMOND]]></surname>
<given-names><![CDATA[Linda]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reforming teacher preparation and licensing: Debating the evidence]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2000</year>
<volume>102</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>28-56</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<collab>DET. Department of Education and Training</collab>
<source><![CDATA[Action Now: Classroom Ready Teachers - Australian Government Response]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Camberra ]]></publisher-loc>
<publisher-name><![CDATA[Students Frist]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DINHAM]]></surname>
<given-names><![CDATA[Stephen]]></given-names>
</name>
</person-group>
<source><![CDATA[Issues and perspectives relevant to the development of an approach to the accreditation of initial teacher education in Australia based on evidence of impact]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Melbourne ]]></publisher-loc>
<publisher-name><![CDATA[Australian Institute for Teaching and School Leadership]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GARVIN]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competing on the eight dimensions of quality]]></article-title>
<source><![CDATA[Harvard Business Review]]></source>
<year>1987</year>
<volume>65</volume>
<numero>6</numero>
<issue>6</issue>
<publisher-loc><![CDATA[Boston ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIROUX]]></surname>
<given-names><![CDATA[Henry]]></given-names>
</name>
</person-group>
<source><![CDATA[Os professores como intelectuais: rumo a uma pedagogia crítica da aprendizagem]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artes Médicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HARVEY]]></surname>
<given-names><![CDATA[Lee]]></given-names>
</name>
<name>
<surname><![CDATA[WILLIAMS]]></surname>
<given-names><![CDATA[James]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fifteen years of quality in higher education]]></article-title>
<source><![CDATA[Quality in Higher Education]]></source>
<year>2010</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-36</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JURAN]]></surname>
<given-names><![CDATA[Joseph]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How to think about quality]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[JURAN]]></surname>
<given-names><![CDATA[Joseph]]></given-names>
</name>
<name>
<surname><![CDATA[GODFREY]]></surname>
<given-names><![CDATA[A. Blanton]]></given-names>
</name>
</person-group>
<source><![CDATA[Jurans quality handbook]]></source>
<year>1999</year>
<edition>5 ed.</edition>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KINCHELOE]]></surname>
<given-names><![CDATA[Joe]]></given-names>
</name>
</person-group>
<source><![CDATA[Knowledge and Critical Pedagogy: an introduction]]></source>
<year>2008</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOUGHLAND]]></surname>
<given-names><![CDATA[Tony]]></given-names>
</name>
<name>
<surname><![CDATA[ELLIS]]></surname>
<given-names><![CDATA[Neville]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A common language? The use of teaching standards in the assessment of professional experience: Teacher education students&#8217; perceptions]]></article-title>
<source><![CDATA[Australian Journal of Teacher Education]]></source>
<year>2016</year>
<volume>41</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>56-69</page-range><publisher-loc><![CDATA[Melbourne ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<collab>OCDE</collab>
<collab>Organização para a Cooperação e Desenvolvimento Econômico</collab>
<source><![CDATA[Learning standards, teaching standards, and standards for school principals: a comparative study]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Santiago ]]></publisher-loc>
<publisher-name><![CDATA[Centre of Study for Policies and Practices in Education (Ceppe), OECD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PALINKAS]]></surname>
<given-names><![CDATA[Lawrence]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Purposeful sampling for qualitative data collection and analysis in mixed method implementation research]]></article-title>
<source><![CDATA[Administration and policy in mental health]]></source>
<year>2015</year>
<volume>42</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>533-44</page-range><publisher-loc><![CDATA[Amsterdã ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PANTI&#262;]]></surname>
<given-names><![CDATA[Nata&#353;a]]></given-names>
</name>
<name>
<surname><![CDATA[WUBBELS]]></surname>
<given-names><![CDATA[Theo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher competencies as a basis for teacher education &#8211; Views of Serbian teachers and teacher educators]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2010</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>694-703</page-range><publisher-loc><![CDATA[Amsterdã ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROBINSON]]></surname>
<given-names><![CDATA[Maureen]]></given-names>
</name>
<name>
<surname><![CDATA[MOGLIACCI]]></surname>
<given-names><![CDATA[Rada]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptions and models of teacher education]]></article-title>
<source><![CDATA[Oxford Research Encyclopedia of Education]]></source>
<year>2019</year>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RYAN]]></surname>
<given-names><![CDATA[Mary]]></given-names>
</name>
<name>
<surname><![CDATA[BOURKE]]></surname>
<given-names><![CDATA[Terri]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers]]></article-title>
<source><![CDATA[Critical Studies in Education]]></source>
<year>2018</year>
<volume>59</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>167-86</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHLEICHER]]></surname>
<given-names><![CDATA[Andreas]]></given-names>
</name>
</person-group>
<source><![CDATA[Building a high-quality teaching profession: lessons from around the world]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[OECD Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[Valdinei]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Qualidade na educação superior: uma visão operacional do conceito]]></article-title>
<source><![CDATA[Avaliação: Revista da Avaliação da Educação Superior]]></source>
<year>2017</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>332-57</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STACEY]]></surname>
<given-names><![CDATA[Meghan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The development of an Australian teacher performance assessment: lessons from the international literature]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year>2019</year>
<volume>48</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>508-19</page-range><publisher-loc><![CDATA[Amsterdã ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TALBOT]]></surname>
<given-names><![CDATA[Debra]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers Talk About Their Learning: A Bakhtinian Analysis]]></article-title>
<source><![CDATA[Knowledge Cultures]]></source>
<year>2015</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>171-87</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<collab>TEMAG. Teacher Education Ministerial Advisory Group</collab>
<source><![CDATA[Action Now: classroom ready teachers]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Camberra ]]></publisher-loc>
<publisher-name><![CDATA[TEMAG]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="">
<collab>UNESCO</collab>
<collab>Organização das Nações Unidas para a Educação, a Ciência e a Cultura</collab>
<source><![CDATA[Unesco ICT competency framework for teachers]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<collab>UNESCO</collab>
<collab>Organização das Nações Unidas para a Educação, a Ciência e a Cultura</collab>
<source><![CDATA[Teacher policy development guide]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WALLACE]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<source><![CDATA[Training foreign language teachers: a reflective approach]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WHITTY]]></surname>
<given-names><![CDATA[Geoff]]></given-names>
</name>
<name>
<surname><![CDATA[WILLMOTT]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competence&#8208;based teacher education: approaches and issues]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year>1991</year>
<volume>3</volume>
<numero>21</numero>
<issue>21</issue>
<page-range>309-18</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[Kenneth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Traditions of practice in US preservice teacher education programs]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>1993</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-13</page-range><publisher-loc><![CDATA[Amsterdã ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
