<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000400314</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.79594</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APRENDER A ENSINAR: O QUE DIZEM DOCENTES EM DIFERENTES FASES DA CARREIRA]]></article-title>
<article-title xml:lang="en"><![CDATA[LEARNING TO TEACH: WHAT TEACHERS IN DIFFERENT CAREER STAGES SAY]]></article-title>
<article-title xml:lang="es"><![CDATA[APRENDER A ENSEÑAR: LO QUE DICEN LOS PROFESORES EN DIFERENTES ETAPAS DE LA CARRERA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valadares]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Laélia Portela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFRJ  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,UEPG  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400314&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo são apresentados os resultados de uma pesquisa na qual se buscou compreender como professores aprendem a ensinar, a partir da ótica de três professores iniciantes, três experientes e três aposentados. Teoricamente fundamenta-se na contribuição de Garcia, Feiman-Nemser e Huberman, que apresentam, no conjunto, relevantes contribuições sobre as diferentes fases e desafios da docência. Foram realizadas nove entrevistas narrativas, cujo conteúdo foi tratado de acordo com as recomendações de Bardin. Os resultados mostraram que, para os participantes da pesquisa, &#8220;tornar-se professor&#8221; é uma construção que necessita da teoria e que encontra na prática e nas relações com os alunos, com os pares, e outros atores da escola, seu principal espaço de formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of research aimed at understanding how teachers learn to teach, from the perspectives of three novice, three experienced, and three retired teachers. The theoretical framework is grounded in the contributions of Garcia, Feiman-Nemser, and Huberman, who collectively provide relevant insights into the different phases and challenges of teaching. Nine narrative interviews were conducted, and their content was analyzed according to Bardin's recommendations. The findings indicated that, for the participants in the study, "becoming a teacher" is a process that requires theory and finds its primary developmental space in practice and relationships with students, peers, and other school stakeholders.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se presentan los resultados de una investigación que buscó comprender cómo los profesores aprenden a enseñar, desde la perspectiva de tres profesores principiantes, tres experimentados y tres jubilados. Teóricamente se fundamenta en las contribuciones de García, Feiman-Nemser y Huberman, quienes ofrecen importantes entendimientos sobre las diferentes fases y desafíos de la enseñanza. Se llevaron a cabo nueve entrevistas narrativas, cuyo contenido fue analizado según las recomendaciones de Bardin. Los resultados muestran que, para los participantes en la investigación, "convertirse en profesor" es una construcción que requiere teoría y que encuentra en la práctica y en las relaciones con los alumnos, los colegas y otros actores de la escuela, su principal espacio de formación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem da docência]]></kwd>
<kwd lng="pt"><![CDATA[saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional docente.]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[teacher knowledge]]></kwd>
<kwd lng="en"><![CDATA[teaching practice.]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[conocimiento del docente]]></kwd>
<kwd lng="es"><![CDATA[práctica docente.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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