Teacher professional development: conceptual and practical aspects

Authors

  • Márcia Souza Hobold Universidade Federal de Santa Catarina - UFSC

DOI:

https://doi.org/10.5212/PraxEduc.v.13i2.0010

Abstract

This article aims to discuss the concept of teacher professional development and its implication in the teacher education processes of Marcelo García (1999) and Oliveira-Formosinho’s (2009) studies. The following basic questions form the basis of the discussion: What teaching practices can contribute to the teacher development process? What reflections are necessary so that the work space, that is, the school and its specificities can participate in the professional development process of the teachers? The results of this conceptual reflection show the need to research and value the formative spaces of teachers, in order to prioritize mainly the intentionality of working on the personal dimension of the teacher in the formative spaces of teachers, whether initial or continuing teacher education.

 

Keywords: Teacher professional development. Teacher education. Beliefs in teaching practice.

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Author Biography

  • Márcia Souza Hobold, Universidade Federal de Santa Catarina - UFSC

     

    Doutora em Educação, pela
    Pontifícia Universidade Católica de São Paulo (PUC SP). Realizou estágio de Pós-Doutoramento (CNPq PDJ) também na PUC SP. Atualmente é professora adjunta da Universidade Federal de Santa Catarina (UFSC), vinculada ao Departamento de Metodologia de Ensino, do Centro de Ciências da Educação (MEN/CED/UFSC). Integra a Rede Interinstitucional de Pesquisas sobre a Formação e as Práticas Docentes – RIPEFOR, o Grupo de Trabalho (GT 8) de Formação de Professores da ANPEd Nacional e o Núcleo de Estudos e Pesquisas sobre o Desenvolvimento Profissional Docente, da PUC SP. 


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Published

2017-12-03

Issue

Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente

Section

Dossiê: Desenvolvimento profissional docente

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How to Cite

Teacher professional development: conceptual and practical aspects. Práxis Educativa, [S. l.], v. 13, n. 2, p. 425–442, 2017. DOI: 10.5212/PraxEduc.v.13i2.0010. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/10336. Acesso em: 30 may. 2026.