DEVELOPMENT OF PROFESSIONAL TEACHER KNOWLEDGE WITHIN COLLABORATIVE PRACTICES: A STUDY IN THE CONTEXT OF TEACHER INITIAL EDUCATION

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade do Estado do Rio de Janeiro (UERJ)-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorFaculdade de Desporto da Universidade do Porto-
Autor(es): dc.creatorFerreira, Janaína da Silva-
Autor(es): dc.creatorNeto, Samuel de Souza-
Autor(es): dc.creatorBatista, Paula Maria Fazendeiro-
Data de aceite: dc.date.accessioned2025-08-21T18:03:21Z-
Data de disponibilização: dc.date.available2025-08-21T18:03:21Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2021-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.22456/1982-8918.127534-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/246468-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/246468-
Descrição: dc.descriptionThis study analyzed the construction of teaching professional knowledge of Physical Education residents in the context of the Pedagogical Residency program within a community. One supervisor, three collaborating teachers and 24 residents (undergraduate students) participated. They met weekly for 18 months in a dynamic of constructive-collaborative work. Data sources were reports, teaching cases, and reflective portfolios produced by six purposefully selected residents. Data were triangulated and subjected to thematic analysis. Residents developed different knowledge, but the skills related to professional action stood out the most. The formative devices contributed to developing the residents’ reflective, critical, and communicative rationality. The community proved to be a space for sharing, for the development of close and horizontal interactions between different types of knowledge and professionals, allowing the transition from knowledge-to-practice and knowledge-in-practice to knowledge-of-practice, as well as the transition from a peripheral and individual position of knowledge for a knowledge built collectively.-
Descrição: dc.descriptionUniversidade do Estado do Rio de Janeiro (UERJ), RJ-
Descrição: dc.descriptionUniversidade Estadual Paulista Júlio Mesquita Filho (UNESP)-
Descrição: dc.descriptionFaculdade de Desporto da Universidade do Porto-
Descrição: dc.descriptionUniversidade Estadual Paulista Júlio Mesquita Filho (UNESP)-
Idioma: dc.languageen-
Relação: dc.relationMovimento-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectCollaborative learning-
Palavras-chave: dc.subjectKnowledge bases-
Palavras-chave: dc.subjectLearning Community-
Palavras-chave: dc.subjectTeacher Education-
Título: dc.titleDEVELOPMENT OF PROFESSIONAL TEACHER KNOWLEDGE WITHIN COLLABORATIVE PRACTICES: A STUDY IN THE CONTEXT OF TEACHER INITIAL EDUCATION-
Título: dc.titleDESARROLLO DEL CONOCIMIENTO PROFESIONAL DOCENTE EN EL SENO DE LAS PRÁCTICAS COLABORATIVAS: UN ESTUDIO EN EL CONTEXTO DEL PROGRAMA DE FORMACIÓN DE PROFESORADO-
Título: dc.titleDESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE NO SEIO DE PRÁTICAS COLABORATIVAS: UM ESTUDO NO CONTEXTO DE UM PROGRAMA DE FORMAÇÃO DE PROFESSORES-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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