The role of the trainer in the continuing education process: trainers or informants
DOI:
https://doi.org/10.33448/rsd-v9i3.2262Keywords:
Continuing Education; Trainer; Pedagogical Practice and learning.Abstract
The aim of this research is to understand the role of the trainer in the context of continuing teacher education, highlighting its importance in the process. To carry out the studies and substantiate the article, we seek to dialogue with several renowned authors, such as: Nóvoa, Prada, Saveli, Perrenoud, Weisz, among others. For the methodology was adopted a field research, of qualitative nature with interpretative nature, seeking to understand the research objective and to show that the trainer is the most important subject in the construction of meaningful formation for the teaching and learning process of the teacher and for its role in the construction of knowledge necessary for teaching. The research was conducted with 10 (ten) subjects, teachers of a kindergarten center in Campo Verde - MT. The choice of this field of research is justified by the presence of the continuing education process in the institution. The instrument used for data collection was a questionnaire, containing 06 (six) open questions. The results show that one hundred percent of teachers recognize the importance of the trainer in the continuing education process, making it clear that they can make countless contributions to classroom praxis; They also describe that to be a trainer is not enough to be a teacher and narrate that the profession of trainer requires specific characteristics to develop a good performance, such as: know how to listen, be dynamic, companion, have experience, among others. Thus, the research data contributed to the achievement of its objectives, making clear the information raised and the contributions of the trainers in the context of education.
References
Bauer, M.W. & Gaskell, G. (2008). Pesquisa qualitativa com texto, imagem e som. 7ed. Rio de Janeiro: Editora Vozes.
Bodgan, R. & Bilklen, S. (1994). A Pesquisa qualitativa em educação. Portugal: Porto Editora.
Brasil. (2001). Programa de Formação de Professores Alfabetizadores: guia de orientações metodológicas gerais. Brasília.
Feldemann, M. G. (Org.). (2009). Formação de professores e escola na contemporaneidade. São Paulo: Senac.
Gastaldi, M. V. (2012). Formação Continuada na Educação Infantil: possibilidades e desafios na perspectiva de formador. São Paulo: PUC.
Nóvoa, A. (1991). Concepções e práticas da formação contínua de professores: In: Nóvoa A. (org.). Formação contínua de professores: realidade e perspectivas. Portugal: Universidade de Aveiro.
Nóvoa, A. (org). (1992). Os professores e sua formação. Lisboa (Portugal): Dom Quixote.
Nóvoa, A. (2002). Formação de professores e trabalho pedagógico. Lisboa: Educa.
Nóvoa, A. (org.). (1995). Os professores e sua formação. 2ed., Lisboa: Dom Quixote.
Pereira, A.S. et al. (2018). Metodologia da pesquisa científica. [e-book]. Santa Maria. Ed. UAB/NTE/UFSM. Disponível em: https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf?sequence=1. Acesso em: 29 nov. 2019.
Perrenoud, P. (2002). A prática reflexiva no ofício de professor: profissionalização e razão pedagógica. Trad. Claudia Schilling. Porto Alegre: Artemed.
Perrenoud, P. (2000). Dez novas competências para ensinar. Porto Alegre: Ed. Artmed.
Popkewitz, T. S. (1994). História do Currículo, Regulação Social e Poder. In: T. T. Silva (org.). O sujeito da educação: estudos foucaultianos. 6. ed. Petrópolis: Vozes, p. 173-210.
Prada, L E. A. (2003). Formación de formadores de profesores? In: Formación de Profesores en América Latina: Diversos Contextos Socio-Políticos. (compilador) Bogotá: Ediciones Antropos Ltda.
Saveli, E. (2001). Leitura na escola: as representações e práticas de professoras- Tese de Doutorado, FE/UNICAMP. Campinas.
Schön, D. A. (1992). Formar professores como profissionais reflexivos. In: NÓVOA, A. (coord.). Os professores e sua formação. Lisboa: Publicações Dom Quixote, p. 77-91.
Vaillant, D. (2002). Formación de formadores. Estado dela práctica, PREAL (Programa de Promoción de la Reforma Educativa en América Latina y el Caribe).
Weisz, T. (2001). O diálogo entre o ensino e a aprendizagem. 2ed. São Paulo: Ática.
Zeichner, K. M. (1993). A Formação Reflexiva de Professores. Ideias e Práticas. EDUCA, Lisboa.
Áisala Formação Continua de Educadores. (2012). Formar formadores: uma tarefa complexa e coletiva. Disponível em: <https://avisala.org.br/index.php/assunto/reflexoes-do-professor/formar-formadores-uma-tarefa-complexa-e-coletiva/>. Acesso em: 30 nov. 2019.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
