Navegando por Autor "DUARTE, Pedro"

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    A construção de comunidades educativas e pedagógicas: para uma formação e prática pedagógica articulada
    (2016) DUARTE, Pedro
    This paper aims to reflect on the relationship between higher education institutions (universities and polytechnic institutes) and intuitions of non-higher education (primary and secondary schools) in the context of initial teacher training.This reflection is implicitly related to the process of supervision in initial formation, and how this contributes to the formation of teachers who reflect on their action, assuming that this practice is sustained in a praxiological knowledge simultaneously individual and collective. Taking into account this reflection, and taking into account the theoretical assumptions explored, it is intended to reflect and indicate possible problems / challenges inherent to the supervision process in the initial teacher training and to the relationship between higher education institutions and educational not higher education institutions. Based on the problems / challenges indicated, it is proposed a system / structure (Educational and Pedagogical Communities) of sharing and collaboration between the different organizations that enables an integrated and integral initial teacher training that values the continuum theory and practice.
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    Epistemologia na profissão docente: a perspectiva dos professores em formação sobre formação inicial, supervisão pedagógica e identidade profissional
    (2018) DUARTE, Pedro; MOREIRA, Ana Isabel
    Este artigo propõe-se a apresentar os resultados de uma investigação – estudo de caso, variante multicaso - de cariz qualitativo que, a partir da interpelação de futuros professores em formação, quis entender as suas conceções construídas sobre a identidade e prática profissionais de um docente.
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    Uma instituição de ensino superior na formação de professores: uma metáfora construída por dentro
    (2018) DUARTE, Pedro; DIOGO, Fernando
    The present work aims, through the analysis of 32 surveys, to verify the possibility of constructing an explanatory metaphor, based on the perspective of the respondents. It is intended, rather than giving an external view of the Institution of Higher Education Teacher Training under analysis, to perceive the perspective of the different elements that compose it. Thus, in the initial phase, it was decided to briefly explore the different perspectives and possible visions of the school and educational organizations. In order to develop this process, traditional models / metaphors of organizational analysis were used. At a later stage, the data from the surveys were explored to verify that significant trends could serve as a basis for (re) constructing a metaphor that explains the functioning of the Institution of Higher Education for Teacher Education studied. The analysis, taking into account the number of sample elements and the data collection instrument used, was essentially based on a quantitative perspective. In the final phase, and in the face of two previous aspects, it is proposed a metaphor that is able to explain, based on the perspective of the respondents, a way in which a higher education institution of Teacher Training structures, organizes and functions: School as Tree House.
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    Uma instituição de ensino superior na formação de professores: uma metáfora construída por dentro
    (2018) DUARTE, Pedro; DIOGO, Fernando
    The present work aims, through the analysis of 32 surveys, to verify the possibility of constructing an explanatory metaphor, based on the perspective of the respondents. It is intended, rather than giving an external view of the Institution of Higher Education Teacher Training under analysis, to perceive the perspective of the different elements that compose it. Thus, in the initial phase, it was decided to briefly explore the different perspectives and possible visions of the school and educational organizations. In order to develop this process, traditional models / metaphors of organizational analysis were used. At a later stage, the data from the surveys were explored to verify that significant trends could serve as a basis for (re) constructing a metaphor that explains the functioning of the Institution of Higher Education for Teacher Education studied. The analysis, taking into account the number of sample elements and the data collection instrument used, was essentially based on a quantitative perspective. In the final phase, and in the face of two previous aspects, it is proposed a metaphor that is able to explain, based on the perspective of the respondents, a way in which a higher education institution of Teacher Training structures, organizes and functions: School as Tree House.