Conversation meetings: a proposal for teacher education
DOI:
https://doi.org/10.5212/OlharProfr.v.13i1.0007Keywords:
Environmental Education. Teacher Education. Conversation Meetings.Abstract
This article refers to a research carried out as a requisite for the Post-Graduate Program in Environmental Education at the Federal University of Rio Grande. The aim of the study was to analyze the process of becoming a teacher, researcher and environmental educator. The thesis defended refers to the changing potential of narrative in the processes of knowledge construction in teacher education, in particular in initial education in which future teachers face problems in the classroom as well as in the use of diaries as an instrument for the reconfiguration of environmental teacher educators´ reality. Therefore, diaries as a form of narrative should be reconsidered and articulated to the processes of permanent education in conversation meetings, which focus on the problems faced by teachers in the classroom, in particular the problems faced by teachers in their first years of teaching.
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