O ensino de Didática e o aprendizado da docência na visão de professores formadores

• Main Authors: Giseli Barreto da Cruz, Marli André
• 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=189123706005
• ISSN: 1518-3483; 1981-416X

A research report that aims to analyze concepts and didactic practices of professors who work with teacher formators who teach Didactics in licensing undergraduate courses at three universities in the state of Rio de Janeiro (a federal and a public state universities and a private university), to understand how they base their 'teaching to teach'. The methodological approach consists of the analysis of reports collected by the conduction of semi¿structured interviews combined with the holding of discussion groups composed of eight to ten professors from each university and classroom observation sessions. In this paper we describe part of the research, dwelling specifically on data obtained from the federal university. Data collection at this institution recorded 18 interviews and two discussion groups conducted. The theoretical research is developed based on Roldão (2007), Gauthier (2006) and Cochran-Smith & Lytle (1999) to discuss a theory on teaching learning, and André et al. (2010) and Zeichner (2009) to discuss teacher training and knowledge of the teaching professional. This article examines two aspects of the research data set, one with a focus on the teaching of teachers, keeping up with the understanding that is developed in the field of teaching, and another focused on teaching practice during the teaching of this subject, addressing what trainers do to facilitate the learning of teaching. Results show that Didactics teachers with teaching experience in basic education and/or who take the school and the classroom as the center of problematization, have in their reservoir of knowledge more favorable conditions to mobilize knowledge and questioning of their professional knowledge that show more contributive to the learning of teaching.