Fazer investigação self-study na formação inicial de professores: A importância de ouvir os alunos futuros professores
DOI:
https://doi.org/10.35362/rie8213702Palavras-chave:
elf-studies; formadores de professores; pedagogia da formação de professores; alunos futuros professores; prática dos formadores de professoresResumo
Os dois self-studies da prática de formação de professores que se descrevem neste artigo foram conduzidos de forma colaborativa em dois países diferentes – Portugal e Canadá. O enfoque principal deste artigo reside na importância de ouvir os alunos futuros professores e no modo como os autores interpretaram e responderam ao que ouviram. De um modo geral, ouvir e responder proporcionou respostas positivas por parte dos alunos futuros professores. Este artigo ilustra as várias maneiras de ouvir os alunos e os seus efeitos positivos quer nos alunos futuros professores, quer nos formadores. A pedagogia da formação de professores constitui uma preocupação central para os que se encontram a aprender a ensinar: o modo como são ensinados conta, pois eles estão sempre a pensar sobre o modo como eles próprios irão ensinar. Os autores defendem a importância de tornar transparente a pedagogia dos formadores de professores, o que passa pela explicitação da nossa racionalidade e da explicação do como e do porquê inerentes às mudanças decorrentes dos comentários dos alunos futuros professores. Este artigo inclui o contexto da investigação no âmbito do self-study da prática dos formadores de professores, ilustra o self-study com dados recolhidos junto dos alunos nas aulas dos autores e sintetiza o que os autores aprenderam em termos de mudança de pressupostos e de novas práticas pedagógicas
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