Primary Teachers Initial Training: Entry Requirements, Curricula and Teaching Profiles
| Autor: | Maria Helena Damião, Mónica Duarte Vieira |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
primeiro ciclo do ensino básico
media_common.quotation_subject Academic achievement Bachelor lcsh:Education (General) Formação inicial de professores Basic education Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Curriculum media_common lcsh:LC8-6691 instituições de formação de professores Initial teacher training Curriculum reorganization lcsh:Special aspects of education quality of education General Medicine Bologna Process qualidade de formação language.human_language Quality of teaching language teacher training institutions Portuguese lcsh:L7-991 Psychology first cycle of basic education |
| Zdroj: | Revista Portuguesa de Pedagogia; Nº 47-1 (2013); pp. 127-156 Revista Portuguesa de Pedagogia (2014) |
| ISSN: | 1647-8614 0870-418X |
| DOI: | 10.14195/1647-8614_47-1_7 |
| Popis: | Teacher training in the 1st cycle of Basic Education has undergone several adjustments, which are properly legislated, resulting from the curriculum reorganization according to the Bologna process. Teacher training is divided in two cycles – bachelor and master’s degree – and has been developed both by polytechnic institutes and universities in various ways. Considering that the quality of teaching performance, which to some extent is a result of teacher training, is of capital importance to the students’ academic achievement, both the admission requirements for teacher training programs and their curricula have been getting the attention of the Portuguese society. In this paper we present an analysis of those two topics and we expect it can contribute to a substantiated debate that is necessary. A formação dos professores do 1.º Ciclo do Ensino Básico sofreu ajustamentos decorrentes da Reorganização Curricular de Bolonha, os quais se encontram devidamente legislados. Repartida por dois ciclos de ensino superior – licenciatura e mestrado –, tem sido diversamente concretizada por instituições politécnicas e universitárias, que a acolheram. Considerando que a qualidade do desempenho docente, em grande medida resultante da formação proporcionada aos professores, é fundamental para o sucesso académico dos alunos, os requisitos de ingresso nesses ciclos e a oferta curricular que disponibilizam têm sido alvo de atenção na sociedade portuguesa. Neste trabalho apresenta‑se uma análise desses dois aspetos que se espera poder contribuir para um debate fundamentado que se afigura necessário. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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