PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO

Bibliographic Details
Main Author: ANDRE, MARLI ELIZA DALMAZO AFONSO DE
Publication Date: 2016
Other Authors: Matsuoka, Sívia
Format: Article
Language: por
Source: Reflexão e Ação (Online)
Download full: https://seer.unisc.br/index.php/reflex/article/view/7545
Summary: This paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro) in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF), focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009), Jacky Beillerot (1996) and Marguerite Altet (2003). The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.
id UNISC-9_c51f66a89013d921bec8e4f70fd186ba
oai_identifier_str oai:ojs.online.unisc.br:article/7545
network_acronym_str UNISC-9
network_name_str Reflexão e Ação (Online)
repository_id_str
spelling PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSODESARROLLO PROFESIONAL DEL FORMADOR DE MAESTROS DE LA EDUCACIÓN BÁSICA EN EL CENTRO DE FORMACIÓN DE MATO GROSSOO DESENVOLVIMENTO PROFISSIONAL DO FORMADOR DE PROFESSORES DA EDUCAÇÃO BÁSICA NO CENTRO DE FORMAÇÃO DE MATO GROSSOContinuing EducationTeacher Educators TrainingProfessional DevelopmentEducación ContinuaFormación del formadorDesarrollo profesionalFormação ContinuadaFormação de FormadorDesenvolvimento ProfissionalThis paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro) in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF), focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009), Jacky Beillerot (1996) and Marguerite Altet (2003). The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.El artículo presenta datos de un estudio que investigó el desarrollo profesional de los formadores que trabajan en el Centro de Formación y Actualización de Profesionales de la Educación Básica (Cefapro) de Mato Grosso, responsables de la formación continua en las escuelas. Los procedimientos metodológicos incluyeron una encuesta con todos los formadores (PF), grupo de discusión con cinco PF y la observación sistemática del trabajo de un PF. El marco teórico se basó en estudios de autores como Carlos Marcelo (1992; 1996; 1999; 2009), Jacky Beillerot (1996) y Marguerite Altet (2003). El análisis se centró en la relación entre el formador y sus funciones, tanto en lo prescrito por la política de formación, cuanto lo determinado por las necesidades de formación de los maestros en la escuela, entendiendo que esta relación orienta el desarrollo profesional de este nuevo actor educativo.O texto apresenta dados de uma pesquisa que investigou o desenvolvimento profissional de Professores Formadores que atuam no Centro de Formação e Atualização dos Profissionais da Educação Básica (Cefapro) de Mato Grosso, responsáveis pela implementação da formação continuada nas escolas. Os procedimentos metodológicos incluiram um survey com todos os professores formadores (PF), grupo focal com cinco PFs, e observação sistemática da atuação de um PF. O referencial teórico se baseou nos estudos de autores como Carlos Marcelo (1992; 1996; 1999; 2009), Jacky Beillerot (1996) e Marguerite Altet (2003). A análise se centrou na relação entre o Professor Formador e as suas funções, tanto as prescritas pela Política de Formação, quanto as determinadas pelas necessidades formativas dos professores na escola, por entender que essa relação orienta o desenvolvimento da profissionalidade desse novo ator educacional.EDUNISC2016-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.unisc.br/index.php/reflex/article/view/754510.17058/rea.v24i3.7545Reflexão e Ação; v. 24 n. 3 (2016): Pesquisas Sobre a Formação de Professores; 70-841982-9949reponame:Reflexão e Ação (Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://seer.unisc.br/index.php/reflex/article/view/7545/pdfCopyright (c) 2016 Reflexão e Açãoinfo:eu-repo/semantics/openAccessANDRE, MARLI ELIZA DALMAZO AFONSO DEMatsuoka, Sívia2019-10-07T14:27:49Zoai:ojs.online.unisc.br:article/7545Revistahttps://online.unisc.br/seer/index.php/reflexPUBhttps://online.unisc.br/seer/index.php/reflex/oaieders@unisc.br || rea@unisc.br1982-99490103-8842opendoar:2019-10-07T14:27:49Reflexão e Ação (Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
DESARROLLO PROFESIONAL DEL FORMADOR DE MAESTROS DE LA EDUCACIÓN BÁSICA EN EL CENTRO DE FORMACIÓN DE MATO GROSSO
O DESENVOLVIMENTO PROFISSIONAL DO FORMADOR DE PROFESSORES DA EDUCAÇÃO BÁSICA NO CENTRO DE FORMAÇÃO DE MATO GROSSO
title PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
spellingShingle PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
ANDRE, MARLI ELIZA DALMAZO AFONSO DE
Continuing Education
Teacher Educators Training
Professional Development
Educación Continua
Formación del formador
Desarrollo profesional
Formação Continuada
Formação de Formador
Desenvolvimento Profissional
title_short PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
title_full PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
title_fullStr PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
title_full_unstemmed PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
title_sort PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO
author ANDRE, MARLI ELIZA DALMAZO AFONSO DE
author_facet ANDRE, MARLI ELIZA DALMAZO AFONSO DE
Matsuoka, Sívia
author_role author
author2 Matsuoka, Sívia
author2_role author
dc.contributor.author.fl_str_mv ANDRE, MARLI ELIZA DALMAZO AFONSO DE
Matsuoka, Sívia
dc.subject.por.fl_str_mv Continuing Education
Teacher Educators Training
Professional Development
Educación Continua
Formación del formador
Desarrollo profesional
Formação Continuada
Formação de Formador
Desenvolvimento Profissional
topic Continuing Education
Teacher Educators Training
Professional Development
Educación Continua
Formación del formador
Desarrollo profesional
Formação Continuada
Formação de Formador
Desenvolvimento Profissional
description This paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro) in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF), focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009), Jacky Beillerot (1996) and Marguerite Altet (2003). The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.
publishDate 2016
dc.date.none.fl_str_mv 2016-12-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.unisc.br/index.php/reflex/article/view/7545
10.17058/rea.v24i3.7545
url https://seer.unisc.br/index.php/reflex/article/view/7545
identifier_str_mv 10.17058/rea.v24i3.7545
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.unisc.br/index.php/reflex/article/view/7545/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2016 Reflexão e Ação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Reflexão e Ação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EDUNISC
publisher.none.fl_str_mv EDUNISC
dc.source.none.fl_str_mv Reflexão e Ação; v. 24 n. 3 (2016): Pesquisas Sobre a Formação de Professores; 70-84
1982-9949
reponame:Reflexão e Ação (Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Reflexão e Ação (Online)
collection Reflexão e Ação (Online)
repository.name.fl_str_mv Reflexão e Ação (Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv eders@unisc.br || rea@unisc.br
_version_ 1844000202688561152

Similar Items