Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Anjos, Juliane Corrêa dos
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| Orientador(a): |
Noffs, Neide de Aquino |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/9741
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Resumo: |
The teacher education is a topic in education that drives many researchers, the teachers, institutions and projects in various places on the planet. Contemporary challenges to the promotion of an adequate and quality teacher education are numerous. We can see a structural problem with regard to the supply and quality of teacher education courses in our country. It is in this scenario that the National Teacher Education of Basic Education (PARFOR), a policy of the federal level whose main objectives are to expand the initial waves of university education (Graduation) for teachers working in public schools and not yet have education at this level, as well as to improve the quality of education offered in these courses. The aim of this paper is to present the contemporary challenges of teacher education and demonstrate how they can articulate the specific type of education that is offered by PARFOR mode. For being exclusively for education professionals who already have experience in the classroom, classes of PARFOR require a singular look to their specificities. According to the results presented in this study, the main peculiarities of courses PARFOR are: the hybrid nature of the education offered in this modality because they are courses of university education (Graduation) that have characteristics of continuing education; the need for trainers selected for work with studentsteachers to develop the sensitivity of listening and the ability to enable connections between the topics proposed for study and the reality experienced by this students-teachers; and the need of planning, development, promotion and implementation of a different and specific methodology that meets expectations, needs and singularities of classes university education formed exclusively for education professionals working in public schools, such as the classes of PARFOR |
