Biblioteca Digital de VanguardiaContinuing education of teachers: technical rationality versus professional development
This test emerged from theoretical reflections, with the aim of highlighting the main debates conceptual and methodological to the proposition of continuous education of teachers in recent years. Pérez-Gómez (1995) noted that teacher training is determined by the design of school, teaching and curri...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2017
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10185 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65803 |
| _version_ | 1782336165196595200 |
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| author | Gasparelo, Rayane Regina Scheidt Schneckenberg, Marisa |
| author_facet | Gasparelo, Rayane Regina Scheidt Schneckenberg, Marisa |
| author_sort | Gasparelo, Rayane Regina Scheidt |
| collection | Repositorio |
| description | This test emerged from theoretical reflections, with the aim of highlighting the main debates conceptual and methodological to the proposition of continuous education of teachers in recent years. Pérez-Gómez (1995) noted that teacher training is determined by the design of school, teaching and curriculum used throughout history, and that there are two basic conceptions in the form of designing educational interventions, and specifically the activity of teachers as a professional education, responsible for the nature and quality of daily educational in the classroom and in school, they are: the teacher as a technical-specialist or the teacher as reflective practice that examines and discusses its own action. Therefore, the technical perspective and the perspective of professional development are the cornerstones that mark the field of discussion about continued education. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65803 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658032022-03-18T19:30:02Z Continuing education of teachers: technical rationality versus professional development Formación continua del profesorado: la racionalidad técnica versus desarrollo profesional Formação continuada de professores: racionalidade técnica versus desenvolvimento profissional Gasparelo, Rayane Regina Scheidt Schneckenberg, Marisa Continued education. Training teachers. Professional development. La educación continua. Formación de professores. Desarrollo profesional. Formação Continuada. Capacitações Docentes. Desenvolvimento profissional. This test emerged from theoretical reflections, with the aim of highlighting the main debates conceptual and methodological to the proposition of continuous education of teachers in recent years. Pérez-Gómez (1995) noted that teacher training is determined by the design of school, teaching and curriculum used throughout history, and that there are two basic conceptions in the form of designing educational interventions, and specifically the activity of teachers as a professional education, responsible for the nature and quality of daily educational in the classroom and in school, they are: the teacher as a technical-specialist or the teacher as reflective practice that examines and discusses its own action. Therefore, the technical perspective and the perspective of professional development are the cornerstones that mark the field of discussion about continued education. Esta prueba surgió a partir de reflexiones teóricas, con el fin de destacar los principales debates conceptuales y metodológicos, a la propuesta de la educación permanente de los profesores en los últimos años. Pérez-Gómez (1995) señaló que la capacitación de los maestros es determinado por el diseño del currículo escolar, la enseñanza y aprobada en el curso de la historia, Y que hay dos concepciones básicas en la forma de diseñar intervenciones educativas y, específicamente, la actividad de los maestros como un profesional de la educación, responsable de la naturaleza y la calidad de la educativa diaria en el aula y en la escuela, son: el profesor como técnico especialista o el profesor como práctica reflexiva que examina y discute su propia acción. Por lo tanto, la perspectiva técnica y la perspectiva de desarrollo profesional son las piedras angulares que marcan el campo de debate acerca de la educación continua. Este ensaio surgiu a partir de reflexões teóricas, com o objetivo de evidenciar os principais debates conceituais e metodológicos para a proposição da formação continuada dos professores, nos últimos anos. Pérez-Gómez (1995) destaca que a formação de professores é determinada pela concepção de escola, ensino e currículo adotados ao longo da história, e que há duas concepções básicas na forma de conceber a intervenção educativa e, em específico a atividade do professor como profissional de ensino, responsável pela natureza e qualidade do quotidiano educativo na sala de aula e na escola, são elas: o professor como técnico-especialista ou o professor como prático reflexivo que analisa e problematiza a sua própria ação. Portanto, a perspectiva técnica e a perspectiva do desenvolvimento profissional são as basilares que marcam o campo das discussões sobre formação continuada. 2017-11-01 2022-03-18T19:30:02Z 2022-03-18T19:30:02Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/10185 10.22633/rpge.v21.n.esp2.2017.10185 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65803 por https://periodicos.fclar.unesp.br/rpge/article/view/10185/7020 Copyright (c) 2017 Revista on line de Política e Gestão Educacional application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 21, n. esp. 2, nov./2017 - Dossiê “Inclusão e diversidade, exclusão, formação de professores”; 1119-1134 1519-9029 10.22633/rpge.v21.n.esp2.2017 |
| spellingShingle | Continued education. Training teachers. Professional development. La educación continua. Formación de professores. Desarrollo profesional. Formação Continuada. Capacitações Docentes. Desenvolvimento profissional. Gasparelo, Rayane Regina Scheidt Schneckenberg, Marisa Continuing education of teachers: technical rationality versus professional development |
| title | Continuing education of teachers: technical rationality versus professional development |
| title_full | Continuing education of teachers: technical rationality versus professional development |
| title_fullStr | Continuing education of teachers: technical rationality versus professional development |
| title_full_unstemmed | Continuing education of teachers: technical rationality versus professional development |
| title_short | Continuing education of teachers: technical rationality versus professional development |
| title_sort | continuing education of teachers: technical rationality versus professional development |
| topic | Continued education. Training teachers. Professional development. La educación continua. Formación de professores. Desarrollo profesional. Formação Continuada. Capacitações Docentes. Desenvolvimento profissional. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/10185 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65803 |