Practice analysis as a device in the training of literacy teachers

DOI: https://doi.org/10.24109/2176-6681.rbep.104.5548
Keywords: beginner teachers; professionalization; teacher training

Abstract

This present study aims to provide a practice analysis of a literacy teacher beginning her career. Based on autoethnographic accounts, the research seeks to identify the knowledge mobilized in the actions proposed in the lesson plan and reflect upon how such knowledge can contribute to the teacher training process. Results reveal that teaching knowledge is intricate, multifaceted, and derives from several sources. Thus, practice analysis represents a critical instrument for teachers training, providing space for socialization and, consequently, improving the work developed in the classroom and in the acquisition of a teaching habitus.

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Author Biographies

Aline Gasparini Zacharias-Carolino, Universidade Estadual Paulista (UNESP). Rio Claro, São Paulo, Brasil.

Mestre em Educação pela Universidade Estadual Paulista (UNESP). Rio Claro, São Paulo, Brasil.

Marcia Regina Onofre, Universidade Federal de São Carlos (UFSCar). São Carlos, São Paulo, Brasil.

Doutora em Educação pela Universidade Estadual Paulista (UNESP). Araraquara, São Paulo, Brasil.

Samuel de Souza Neto, Universidade Estadual Paulista (UNESP). Rio Claro, São Paulo, Brasil.

Doutor em Educação pela Universidade de São Paulo (USP). São Paulo, São Paulo, Brasil.

Published
22-08-2023
How to Cite
ZACHARIAS-CAROLINO, A. G.; ONOFRE, M. R.; SOUZA NETO, S. DE. Practice analysis as a device in the training of literacy teachers . Brazilian Journal of Pedagogical Studies , v. 104, p. e5548, 22 Aug. 2023.
Issue
Vol 104 (2023)
Section
Relatos de Experiência

Copyright (c) 2023 Brazilian Journal of Pedagogical Studies

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