| Autor: |
Cristina Casaschi, Francesco Magni |
| Jazyk: |
English<br />Spanish; Castilian<br />Portuguese |
| Rok vydání: |
2018 |
| Předmět: |
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| Zdroj: |
Revista Internacional de Formação de Professores, Vol 3, Iss 1, Pp 205-226 (2018) |
| Druh dokumentu: |
article |
| ISSN: |
2447-8288 |
| Popis: |
Training teachers who are able not only to think and act, and vice-versa, but also to judge and redesign their own acts is increasingly crucial in front of new challenges we are facing in the global context: for these reasons, it appears reasonable to configure the period of initial teacher education around the apprenticeship paradigm, structurally grounded on work-based learning. Only in this way it could overcome the separative paradigm that puts first the theory and reflection and then, in a second – separated – moment, the practice and action, thus promoting circular recomposition between theory and practice, without reducing apprenticeship to a mere “traineeship”.. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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