Artículos de revistas
Socioprofessional dimension of teacher training: Theoretical contributions and proposals
Dimensión socioprofesional de la formación del profesorado: Contribuciones teóricas y proposiciones;
Dimension socio-professionnelle de la formation des enseignants: Apports theoriques et propositions;
Dimensão socioprofissional da formação docente: Aportes teóricos e proposições
Fecha
2020-01-01Registro en:
Cadernos de Pesquisa, v. 50, n. 175, p. 294-315, 2020.
1980-5314
0100-1574
10.1590/198053146796
S0100-15742020000100294
2-s2.0-85086270849
S0100-15742020000100294.pdf
Autor
Universidade Estadual Paulista (Unesp)
Institución
Resumen
The present article focuses on the socioprofessional dimension of teacher training, based on assumptions linked to the Sociology of Practice and the Sociology of Knowledge. It centers on the concepts of habitus and of geração, taking them as unifying principles of teaching practice and proposing to articulate them with precepts of professional teacher development. The discussion is supported by a review of the literature on the processes involved in the learning and professional development of teachers. It concludes that professional teacher training at the university level requires alternating between the school and the involvement of multiple categories of trainers in which experienced teachers have a place, including in the formative monitoring of future teachers.