Search results for: Pereira Fátima
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Everyday Life and Everyday Learning: The Ways in which Pre-service Teacher Education Curriculum Can Encourage Personal Dimensions of Teacher Identity
This paper presents and discusses the findings of a research project. The project's main objective is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity.
Updated: Mar. 20, 2013
Conceptions and Knowledge about Childhood in Initial Teacher Training: Changes in Recent Decades and Their Impact on Teacher Professionality, and on Schooling in Childhood
This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and how these relate to teachers' initial training. The results are given of a study on conceptions of childhood, expressed in or related to the initial training of teachers in the 1st Basic Education Cycle (CEB), in Portugal since April 1974.
Updated: Dec. 21, 2009