Professional development of literacy teachers: mesh and ties
DOI:
https://doi.org/10.5212/PraxEduc.v.13i2.0013Abstract
This study analyses the professional development of literacy teachers, considering the teaching experiences, knowledge, needs, difficulties, in order to define the constitutive elements of this process. The research has a qualitative approach, and, for data collection, it was used the life history and education methodology, with narrative sessions. The analysis was built upon Marcelo Garcia (1999, 2009a, 2009b), Day (2001), Oliveira-Formosinho (2009), Hubermann (2007) and Josso (2007). It was possible to comprehend from the analysis that the professional development of literacy teachers is constituted as a mesh, which holds doings, ideas, conceptions, knowledge and practices, being the evidences of the learning process of the children the element that make them remain as literacy teachers. It was identified the presence of ties constituted by the family, generational and contextual relationships of the profession in this process.
Keywords: Professional development. Literacy teachers. Life histories.
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