Initial teacher training and reflective writing
Article Sidebar
Main Article Content
Abstract
In this article, we discuss how the process of reflecting trainees on teaching practice occurs from the constitution of knowledge acquired by the master student in the school and academic contexts. For this, we seek to show, in Smyth's (1991) perspective, the path of reflective movements carried out by the future teacher during the production of texts written in the Supervised Curricular Internship. The textual fragments analyzed were extracted from supervised internship reports and field diaries, made available for research at the Centro Interdisciplinar da Memória dos Estágios Supervisionados, at the Universidade Federal do Tocantins. This theoretical-analytical incursion of documentary nature points out that academics assume a reflexive posture as they record perceptions that integrate the set of information that contextualizes the contact with the school, with teachers, with Basic Education students and with the teaching environment teaching at the university.
Metrics
Article Details
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
