A implicação do trabalho do formador na constituição da profissionalidade dos licenciados

• Main Authors: Márcia de Souza Hobold, Mônica Schüler Menslin
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2012-01-01
• Series: Revista Diálogo Educacional
• Online Access: http://www.redalyc.org/articulo.oa?id=189124308010
• ISSN: 1518-3483; 1981-416X

Considering the importance of formation as an area essential to the improvement of the professional potential of future teachers, this article was aimed at knowing the implication of the work of the teacher trainer in the constitution of the professionalism of graduates in licenciature courses, in the face of social responsibility of universities with teacher training and also the teachers' suggestions for improving the training course. The research is based on the qualitative approach and was conducted with 40 teachers who come from eight undergraduate degrees from a university located in the south. We used semi-structured interview to collect data. The authors who based theoretical data are Beillerot (1996), Charlot (2000), Imbernon (2004) and Mizukami (2005). The survey revealed that teachers who act as instructors in undergraduate directly involve the acquisition of knowledge and practices in the teaching of those entering teaching. The data are provocative, and are derived from the discourse of trained teachers, and contribute to analysis and reflection about the training of graduates. The data indicate the need to rethink aspects of the didactic-pedagogical trainers, and many of the graduates refer to outdated knowledge and pedagogical practice. Another recurring claim, in the words of the interviewees, indicates the urgent need for closer ties between school and teacher formation. Teachers graduate bring important suggestions for the improvement of initial formation courses for both the institucional and teaching frameworks.