Psychology and teacher training: Action and reflections from the perception of teacher training

Authors

  • Mírian Barbosa Tavares Raposo
  • Diva Maria Moraes Albuquerque Maciel

DOI:

https://doi.org/10.5380/psi.v10i2.7685

Keywords:

psychology, professional development of teachers, teachers’ learning, constructivist sócio-cultural approach

Abstract

This paper is part of a wider research, which main goal is to evaluate how the teacher applies the content of the theories of psychology as a tool to structure his/her pedagogical work while applies his/her practice in building new theories into his/her continuing professional development. This research evaluated, in its many levels, the curriculum proposal and pedagogical organization of a semi-distance learning course of pedagogy for teachers, built on the theoretical and methodological framework of the sociocultural constructivist approach. In the present paper, the co-construction results were focused based on the following methodological strategies: (1) check up of the portfolio of 13 students of the course; (2) semi-structured interview with these 13 students; and (3) evaluation of the academic practice of one of these students in her classroom. The analysis of the results was based on three categories developed for this study: reflexive exercise; student’s active role; and the role of the other. Such information represents an important contribution for the development of innovative didactic strategies on the professional development of teachers.

 

Keywords: psychology; professional development of teachers; teachers’ learning; constructivist sócio-cultural approach.

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How to Cite

Raposo, M. B. T., & Maciel, D. M. M. A. (2006). Psychology and teacher training: Action and reflections from the perception of teacher training. Interação Em Psicologia, 10(2). https://doi.org/10.5380/psi.v10i2.7685

Issue

Vol. 10 No. 2 (2006)

Section

Articles

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