Fazer investigação self-study na formação inicial de professores: A importância de ouvir os alunos futuros professores

• Tom Russell ^[2] ; Maria Assunção Flores ^[1]
  1. [1] Universidade do Minho

     Universidade do Minho

     Braga (São José de São Lázaro), Portugal

     
  2. [2] Universidade de Queen
• Localización: Revista Iberoamericana de Educación, ISSN 1022-6508, ISSN-e 1681-5653, Vol. 82, Nº. 1, 2020 (Ejemplar dedicado a: Self-study sobre prácticas de formación inicial docente), págs. 11-30
• Idioma: portugués
• DOI: 10.35362/rie8213702
• Títulos paralelos:
  • Doing self-study research on initial teacher training: The importance of hearing future teachers
  • Hacer investigación self-study en la formación inicial del profesorado: La importancia de oír a los futuros profesores
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Los dos self-studies de la práctica de formación de profesores descritos en este artículo se desarrollaron de forma colaborativa en dos países: Portugal y Canadá. Se centra en la impor-tancia de escuchar a los estudiantes como futuros profesores y en como los autores del artículo han interpretado y contestado lo que escucharon. En general, oír y contestar han proporcionado respuestas positivas por parte de los futuros docentes. El artículo muestra distintas maneras de escuchar a los estudiantes y sus efectos positivos, tanto como futuros profesores como formadores. La formación pedagógica del profesorado constituye una preocupación primordial de quienes están aprendiendo a enseñar: el modo como se les enseña es importante, porque revertirá en el modo de como ellos van a enseñar. Los autores defienden lo relevante que es evidenciar la práctica docente de los formadores de profesores, esto implica explicar nuestra racionalidad y explicar cómo y por qué es inherente a los cambios que surgen de los comentarios de futuros estudiantes docentes. La investigación se desarrolla en el ámbito del self-study en la práctica docente de los formadores de profesores, muestra datos recopilados junto a los alumnos en las clases, y sintetiza lo que los autores han aprendido en términos de cambio de hipótesis y de nuevas prácticas pedagógicas.

  • English

    The two self-studies of teacher education practices reported in this article were conduc-ted collaboratively in two different countries – Portugal and Canada. The focus is on the value of listening to student teachers and how the authors interpreted and responded to what they heard. Overall, listening and responding yielded positive responses from the student teachers. This article illustrates several ways of listening to students and the positive effects of listening on both the stu-dent teachers and the teacher educators. The pedagogy of teacher education is a major concern for those learning to teach: How they are taught matters, for they are always thinking about how they themselves will teach. The authors believe strongly in the importance of making a teacher educators’ pedagogy transparent by explaining our rationales and by explaining how and why we are making changes in response to their comments. This article provides background about the research genre of self-study of teacher education practices, illustrates self-study with data from the student teachers in the authors’ classes, and summarizes what the authors learned in terms of changing assumptions and new pedagogical practices.

  • português

    Os dois self-studies da prática de formação de professores que se descrevem neste artigo foram conduzidos de forma colaborativa em dois países diferentes – Portugal e Canadá. O enfoque principal deste artigo reside na importância de ouvir os alunos futuros professores e no modo como os autores interpretaram e responderam ao que ouviram. De um modo geral, ouvir e responder proporcionou respostas positivas por parte dos alunos futuros professores. Este artigo ilustra as várias maneiras de ouvir os alunos e os seus efeitos positivos quer nos alunos futuros professores, quer nos formadores. A pedagogia da formação de professores constitui uma preocupação central para os que se encontram a aprender a ensinar: o modo como são ensinados conta, pois eles estão sempre a pensar sobre o modo como eles próprios irão ensinar. Os autores defendem a importância de tornar transparente a pedagogia dos formadores de professores, o que passa pela explicitação da nossa racionalidade e da explicação do como e do porquê inerentes às mudanças decorrentes dos comentários dos alunos futuros professores. Este artigo inclui o contexto da investigação no âmbito do self-study da prática dos formadores de professores, ilustra o self-study com dados recolhidos junto dos alunos nas aulas dos autores e sintetiza o que os autores aprenderam em termos de mudança de pressupostos e de novas práticas pedagógicas

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