文章基本信息

标题：Investigating Pedagogical Practice as a Key Element in Teacher Educators’ Work at the Federal Institutes: From Existing Actions to Desired Actions
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作者：Rosenilde Nogueira Paniago ; Maria Assunção Flores ; Teresa Sarmento 等
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：2022
卷号：13
期号：5
页码：1616-1633
DOI：10.4236/ce.2022.135102
语种：English
出版社：Scientific Research Publishing
摘要：This article is the result of post doctoral research, whose objectives were to discuss the contributions of the investigation of pedagogical practice, as a possibility to improve the quality of teaching-learning and Teacher Professional Development Teacher Professional Development (TPD) of teachers educators’s (TEs) in undergraduate courses, and to analyze the current conditions for the promotion of TPD, questioning them in the light of the experience of other contexts, with emphasis on the European experiences of the University of Minho, Portugal and the Häme University of Applied Sciences (HAMK), in Finland. In the current case, we will present a cutout, whose objective was to identify the possibilities and challenges for the development of research on pedagogical practice by the trainers, in order to reflect on the actions we have and the ones we want. In this qualitative research, (auto)bio-graphical narrative was used as a research approach, and was collected from teachers who work with teacher education, five of whom were Brazilian teachers. The multiplicity of actions in the tripod, research, and extension in verticalized teaching from high school to graduate school, along with the absence of training, weakens the materiality of educational research. The implementation of study groups can ease the challenges.
关键词：Pedagogical ResearchTeacher EducatorFederal InstituteTeacher Training