THE PLACE OS PRACTICE IN INITIAL TEACHER EDUCATION: LOCATING THE CONCEPT OF PRACTICAL PREPARATION IN CONTEXTS OF INSERTION TO TEACHING IN BRAZIL

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorCNPq
dc.date.accessioned2018-11-28T19:21:49Z
dc.date.available2018-11-28T19:21:49Z
dc.date.created2018-11-28T19:21:49Z
dc.date.issued2016-04-01
dc.identifierRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, n. 2, p. 625-643, 2016.
dc.identifier2446-8606
dc.identifierhttp://hdl.handle.net/11449/165754
dc.identifier10.21723/RIAEE.v11.n2.p625
dc.identifierWOS:000410619400007
dc.description.abstractFrom a discussion that focuses the inefficiency of conventional modes of insertion to teaching in Brazil, this article aims to presents a relatively new concept and its potential to rethink the time allowed to practice in initial teacher education. This is the concept of practical preparation, based on the contributions of Marcelo, Gauthier et al. and Gimeno. The research carried out, of theoretical nature, has as central indicator the need of the training courses to review their insertion to teaching strategies, guided into an insertion organic template that provides the future teacher, through practical interventions organized, a consistent preparation for the beginning of the teaching profession.
dc.languagepor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relationRevista Ibero-americana De Estudos Em Educacao
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectInitial teacher education
dc.subjectInsertion to teaching
dc.subjectPractical preparation
dc.titleTHE PLACE OS PRACTICE IN INITIAL TEACHER EDUCATION: LOCATING THE CONCEPT OF PRACTICAL PREPARATION IN CONTEXTS OF INSERTION TO TEACHING IN BRAZIL
dc.typeArtículos de revistas


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