THEORY AND PRACTICE IN INITIAL TEACHERS’ TRAINING IN PORTUGAL
Keywords:
, teachers’ training models, reflective practices, theory and practice, educational policy, Portugal.Abstract
Since they started to be introduced in the 70s, all initial teachers’ training reforms in Portugal were geared to make some form of specifically professional training compulsory and/or to increase the share of professional training within training as a whole. Teachers’ training was then transferred to a university setting (“universitisation”), a shift that enhanced their academic dimension, which ended up assuming greater importance than professional training as such. The reason for this trend was the desire for more uniform patterns of training, so that it could correspond to national and international quality standards. As training became increasingly focused on outcomes, more than on processes, so its effects were also more and more disappointing as regards both changing teachers’ practices and developing the kind of skills they were supposed to promote together with their own students. Indeed, the role of the teacher has rapidly shifted from someone transferring knowledge to someone guiding students, which means that teachers are expected to adopt a different view of their role, and a different answer to the question who am I as a teacher? Teacher educators must be able to make a clear case for reflection as an outcome above and beyond its short-term instrumental value. Given this context, the paper intends to discuss whether or not the prevailing training strategies are unable to bridge theory and practice and, therefore, are also unsuccessful to develop the skills which are stated by national educational policies.Downloads
References
ALEXANDRE, F. Assessing teachers’ practices through standards and the conflict between rational knowledge and beliefs: the case of Portuguese geography initial teacher training. The 30th International Geographical Union Congress/Higher Education Research Group. Glasgow, 2004.
ALEXANDRE, F. The standardization of geography teachers’ practices: a journey to selfsustainability and identity development. International Research in Geographical and Environmental Education, v.25, n.2, 2016. P. 166-188.
ALEXANDRE, F. The place of epistemological beliefs within teachers’ social representation systems: a model to explain geography teachers’ practices”. In G. Schraw, J. Brownlee, L.
Olafson e M. VanderVeldt (Eds.), Teachers’ Personal Epistemologies: Evolving Models for Transforming Practice. Charlotte, NC: Information Age Publishing, 2017. P. 353-386.
ASSEN, J. et al. How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions. Teaching and Teacher Education, v.73, 2018. P. 130-140.
BENTON, T.; Craib, I. Philosophy of social science: the philosophical foundations of social thought. Hampshire: Palgrave, 2001.
BULL, B. National standards in local context: A philosophical and policy analysis. In B. A. Jones (ed.), Educational leadership: Policy dimensions in the 21st century. Stamford, CT: Ablex Publishing Corporation, 2000.
CAMPOS, B. Teacher education policies in Portugal. In B. Campos (eds.), Teacher education policies in the European Union. Lisboa: Ministério da Educação, 2000. P. 225-242.
CANÁRIO, R. Formação inicial de professores: que futuro(s)? Síntese dos relatórios de avaliação dos cursos para o 3.º ciclo do ensino básico e ensino secundário. Lisboa: INAFOP, 2001.
CARIA, T. A cultura profissional dos professores: o uso do conhecimento em contexto de trabalho na conjuntura da reforma educativa dos anos 90. Lisboa: Fundação Calouste Gulbenkian/Fundação para a Ciência e Tecnologia, 2000.
CARIA, T. Itinerário de aprendizagens sobre a construção teórica do objecto saber. Etnográfica, v.11, n.1, 2007. P. 215-250.
CROOK, S. Social theory and the postmodern. In G. Ritzer e B. Smart (eds.), Handbook of social theory. Londres: Sage Publications, 2001. P. 308-323.
DELANDSHERE, G.; PETROSKY, A. Framing teaching and teachers? National Board English language arts certification in the US. L1-Educational Studies in Language and Literature, 1. Dordrecht: Kluwer Academic Publishers, 2001. P. 115-133.
DELANDSHERE, G.; PETROSKY, A. Political rationales and ideological stances of the standards-based reform of teacher education in the US. Teaching and Teacher Education, v.20, n.1, 2004. P. 1-15.
DELANTY, G. Modernity and postmodernity – knowledge, power and the self. Londres: Sage Publications, 2000.
DOECKE, B. Professional identity and educational reform: Confronting my habitual practices as a teacher educator. Teaching and Teacher Education, v.20, n.2, 2004. P. 203-215.
ENGLUND, T. Are professional teachers a good thing?. In I. F. Goodson, e A. Hargreaves (eds.), Teachers’ professional lives. Londres: Falmer Press, 1996. P. 75-87.
ETIENNE, R. et al. [eds.]. L’université peut-elle vraiment former les enseignants? Bruxelas: Éditions De Boeck, 2009.
FERNÁNDEZ, M. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies. Education Policy Analysis Archives, v.26, n.34, 2018. P. 1-37.
FORMOSINHO, J. Teacher education in Portugal. Teacher training and teacher professionality. In B. Campos (eds.), Teacher education policies in the European Union. Lisboa: Ministério da Educação, 2000. P. 25-42.
GASSNER, O.; KERGER, L.; SCHRATZ, M. (eds.) ENTEP the first ten years after Bologna. Bucareste: Editura Universitãtii din Bucuresti, 2010.
GASSNER, O. ENTEP and European teacher education. Policy issues since 2000. In O. Gassner, L. Kerger e M. Schratz (eds.), ENTEP the first ten years after Bologna. Bucareste: Editura Universitãtii din Bucuresti, 2010. P. 13-42.
GOLANN, J. Conformers, Adaptors, Imitators, and Rejecters: How No-excuses Teachers’ Cultural Toolkits Shape Their Responses to Control. Sociology of Education, v.91, n.1, 2018. P. 28-45.
GONZALEZ, J.; WAGENAAR R. Tuning educational structures in Europe – Final Report/Phase One. Bilbao: Universidad de Deusto, 2003.
GONZALEZ, J.; WAGENAAR R. Tuning educational structures in Europe - II. Bilbao: Universidad de Deusto, 2005.
HAMACHEK, D. Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lipka e T. M. Brinthaupt (eds.), The role of self in teacher development. Albany, NY: State University of New York Press, 1999. P. 189-224.
HARGREAVES, A.; GOODSON, I. F. Teachers’ professional lives: Aspirations and actualities. In: I. F. Goodson, e A. Hargreaves (eds.), Teachers’ professional lives. Londres: Falmer Press, 1996. P. 1-27.
HENNISSEN, P.; BECKERS, H.; MOERKERKE, G. Linking practice to theory in teacher education: A growth in cognitive structures. Teaching and Teacher Education, v.63, 2017. P. 314-325.
HOFSTETTER, R.; SCHNEUWLY, B.; LUSSI, V. Professionnalisation des enseignants et développement des sciences de l’éducation. In Richard Etienne et al. (eds.) L’université peut-elle vraiment former les enseignants?. Bruxelas: Éditions De Boeck, 2009. P. 29-51.
KORTHAGEN, F. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, v.20, n.1, 2004. P. 77-97.
LEITE, C., Fernandes, P. e Sousa-Pereira, F. Post-Bologna policies for teacher education in Portugal: tensions in building professional identities. Profesorado - Revista de Currículum y Formación del Profesorado, v.21, n.1, 2017. P. 181-201.
LEGENDRE, M.-F. La notion de compétence au coeur des réformes curriculaires: effet de mode ou moteur de changements en profondeur?. In F. Audigier e N. Tutiaux-Guillon (eds.), Compétences et contenus. Les curriculums en questions. Bruxelas: Éditions De Boeck, 2008. P. 27-50.
LESSARD, C. Le référentiel de compétences, un levier de la professionnalisation de la formation ou un effet de langage?. In Richard Etienne et al. (eds.), L’université peut-elle vraiment former les enseignants?. Bruxelas: Éditions De Boeck, 2009. P. 127-144.
KUHLEE, D. The Impact of the Bologna Reform on Teacher Education in Germany: An Empirical Case Study on Policy Borrowing in Education. Research in Comparative and International Education, v.12, n.3, 2017. P. 299-317.
MARTIN, S.; DISMUKE, S. Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education. Journal of Teacher Education, v.69, n.1, 2018. P. 22-39.
MAULINI, O.; PERRENOUD, P. La structuration des savoirs dans un curriculum de formation professionnelle. In Richard Etienne et al. (eds.), L’université peut-elle vraiment former les enseignants?. Bruxelas: Éditions De Boeck, 2009. P. 55-76.
MIKKOLA, A. Research-based teacher education in Finland. In O. Gassner, L. Kerger e M. Schratz (eds.) ENTEP the first ten years after Bologna. Bucareste: Editura Universitãtii din Bucuresti, 2010. P. 115-120.
PERRENOUD, P. La formation des enseignants entre théorie et pratique. Paris: L’Harmattan, 1994.
PERRENOUD, P. Dix nouvelles compétences pour enseigner. Paris: ESF éditeur, 1999.
PERRENOUD, P. Développer la pratique réflexive dans le métier d’enseignant. Paris: ESF éditeur, 2001.
PERRENOUD, P. Construire des compétences dès l’école. Paris: ESF éditeur, 2004.
PERRENOUD, P. et al. [eds.] Conflits de savoirs en formation des enseignants. Bruxelas: Éditions De Boeck, 2008.
PIAGET, J. e Chomsky, N. Teorias da linguagem. Teorias da Aprendizagem. Lisboa: Edições 70, 1987.
PIRES, A. L. Educação e formação ao longo da vida: análise crítica dos sistemas e dispositivos de reconhecimento e validação de aprendizagens e de competências. Lisboa: Fundação Calouste Gulbenkian/Fundação para a Ciência e Tecnologia, 2005.
SCALES, R. et al. Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs. Journal of Teacher Education, v.69, n. 1, 2018. P. 7-21.
SHAUGHNESSY, M.; BOERST, T. Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking. Journal of Teacher Education, v.69, n.1, 2018. P. 40-55.
SCHRATZ, M. What is a “European teacher”?. In O. Gassner, L. Kerger e M. Schratz (eds.) ENTEP the first ten years after Bologna. Bucareste: Editura Universitãtii din Bucuresti, 2010. P. 97-102.
UITTO, M. et al. Recalling life-changing teachers: Positive memories of teacher-student relationships and the emotions involved. International Journal of Educational Research, v.87, 2018. P. 47-56.
WARD, J. R.; McCOTTER, S. Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, v.20, n.3, 2004. P. 243-257.
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Cenas Educacionais (Educational Scenes - CEDU) implies the transfer, by the authors, of the publication rights. The copyright for the manuscripts published in this journal is the author(s), with CEDU rights over the first publication. Authors(s) may only use the same results in other publications by explicitly indicating CEDU as the means of the original publication.
Creative Commons License
Except where otherwise specified, the terms of a Creative Commons Attribution-ShareAlike 4.0 International License license apply to the material published in this journal, which allows unrestricted use, distribution and reproduction in any medium provided the original publication is correctly cited.
This work is licensed with a License 