Conditions for Socialization with Teaching in Portugal: Analysis of the Training Model and Teacher Trainers

Keywords: Initial teacher training, Portugal, Bologna process, socialization with the teaching profession, profile of teacher trainers

Abstract

Aim. The study focused on initial teacher education and analyzed the model adopted in Portugal, in 2007, in the adaptation to the Bologna Process, as well as the academic and professional profile of teachers who teach initiation to professional practice/supervised teaching practice subjects. This analysis aimed to evaluate if there are conditions favoring sufficient contact with professional situations and socialization with the teaching profession. Method. A critical analysis was applied to the curricular matrix that guides the initial teacher training courses for the twelve-year compulsory education and the documentary analysis of the Curricula Vitae of the 482 teachers who assure these subjects in the 127 existing courses in Portugal. Findings. The training model followed compromises socialization with the profession that allows future teachers to prepare themselves for the complexity of the situations that professional practice presents daily in schools. Although most teachers who teach these subjects are PhDs, they do not always have academic training in education and have few references to professional development and research activities related to the subjects they teach. Conclusions. Considering the importance of initial training to prepare for the exercise of the teaching profession, in the organization of courses, it is justified to pay particular attention to these introductory subjects and the profile of the teachers who teach them.

References

Alarcão, I., & Canha, B. (2013). Supervisão e colaboração: Uma relação para o desenvolvimento. Porto Editora.

Boyd, P. (2010). Academic induction for professional educators: Supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development, 15(2), 155-165. https://doi.org/10.1080/13601441003738368

Cao, Y., Postareff, L., Lindblom-Ylänne, S., & Toom, A. (2021). A survey research on finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education, 1-28. https://doi.org/10.1080/02619768.2021.1900111

Cellard, A. (2012). A análise documental. In A. P. S., Matos, J. M. da Silva, L. Peretti, & M. L. Oleniki (Eds.), A pesquisa qualitativa: Enfoques epistemológicos e metodológicos (pp. 295-316). Vozes.

Cochran-Smith, M. (2005). Studying teacher education: What we know and need to know. Journal of Teacher Education, 56(4), 301-306. https://doi.org/10.1177%2F0022487105280116

European Association for Quality Assurance in Higher Education, European Students’ Union, European University Association, European Association of Institutions in Higher Education, Education International, Businesseurope,

European Quality Assurance Register for Higher Education EQAR. (2015). Standards and guidelines for quality assurance in the european higher education area (ESG). Eurashe. https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf

Freire, P. (2008). Pedagogia da autonomía. Saberes necessários à prática educativa (37.ª ed.). Paz e Terra.

Furlong, J., Barton, L., Miles, S., Whiting, C., &, Whitty, G. (2000) Teacher education in transition: Reforming professionalism? Open University Press.

Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re –imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289. http://dx.doi.org/10.1080/13540600902875340

Imbernón, F. (2011). Formação docente e profissional: Formar-se para a mudança e a incerteza (9.ª ed.). Cortez Editora.

Korthagen, F. A. J. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. https://doi.org/10.1080/02607476.2010.513854

Leite, C. (2014). Políticas de formação de professores do ensino básico em Portugal –Uma análise focada no exercício da profissão. Revista Educação e Cultura Contemporânea, 11(26), 8-29. http://periodicos.estacio.br/index.php/reeduc/article/viewArticle/1115

Leite, C., Fernandes, P., & Sousa-Pereira F. (2017). Post-Bologna policies for teacher education in Portugal: Tensions in building professional identities. Profesorado: Revista de Currículum y Formación del Profesorado, 21(1), 181-201. https://doi.org/10.30827/profesorado.v21i1.10358

Lunenberg, M., Ponte, P., & Van de Ven, P. H. (2007). Why shouldn’t teachers and teacher educators conduct research on their own practices? An epistemological exploration. European Educational Research Journal, 6(1), 13-24. https://doi.org/10.2304%2Feerj.2007.6.1.13

Marcelo, C. (2009). Desenvolvimento profissional docente: Passado e futuro. Sísifo: Revista de Ciências da Educação, (8), 7-21. http://sisifo.ie.ulisboa.pt/index.php/sisifo/article/view/130

Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap (2nd ed.). Jossey-Bass.

Ministério da Educação e Ciência. (14 de Maio de 2014). Regime Jurídico da habilitação profissional para a docência na educação pré-escolar e nos ensinos básico e secundário, Decreto-Lei n.º 79/2014, Diário da República Eletrónico, n.º 92, Série I, pp. 2819-2828 (2014). https://data.dre.pt/eli/dec-lei/79/2014/05/14/p/dre/pt/html

Moreira, A. F. B. (2021). Formação de professores e currículo: Questões em debate. Ensaio: Avaliação e Políticas Públicas em Educação, 29(110), 35-50. https://doi.org/10.1590/s0104-40362020002802992

Nóvoa, A. (2009). Para una formación de professores construida dentro de la profesión. Revista de Educación, (350), 203-218. https://redined.educacion.gob.es/xmlui/handle/11162/76032

Nóvoa, A. (2017). Firmar a posição como professor, afirmar a profissão docente. Cadernos de Pesquisa, 47(166), 1106-1133. https://doi.org/10.1590/198053144843

Organisation for Economic Co-operation and Development. (2011). Education at a Glance 2011: Highlights. OECD Publishing. http://dx.doi.org/10.1787/eag_highlights-2011-en

Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: What is it and why does it matter? In J. Evers, & R. Kneyber (Eds.), Flip the system: Changing education from the bottom up (pp. 134-148). Routledge. https://doi.org/10.4324/9781315678573-15

Rivas Flores, J. I., Leite Méndez, A. E., & Cortes González, P. (2015). La escuela como contexto de la formación inical del professorado: Aprendiendo desde la colaboración. Profesorado. Revista de curriculum y formación del professorado, 19(1), 228-242. http://www.ub.edu/obipd/la-escuela-como-contexto-de-la-formacion-inicial-del-profesorado-aprendiendo-desde-la-colaboracion/

Sánchez-Sánchez, G. I. (2016). Relación teoría-práctica entre el campo de la formación inicial y el escenario del ejercicio profesional. Revista Electrónica Educare, 20(2), 1-25. https://doi.org/10.15359/ree.20-2.17

Santos, A. C., & Leite, C. (2018). Políticas curriculares em Portugal: Fronteiras e tensões entre prescrição, autonomia e flexibilidade. Currículo Sem Fronteiras, 18(3), 836-856. https://repositorio-aberto.up.pt/handle/10216/117961

Santos, A. C., & Leite, C. (2020). Profesor agente de decisión curricular: Una scriptura en Portugal. Magis, Revista Internacional de Investigación en Educación, 13, 1-21. https://doi.org/10.11144/Javeriana.m13.padc

Sá-Silva, J. R., Almeida, C. D., & Guindani, J. F. (2009). Pesquisa documental: Pistas teóricas e metodológicas. Revista Brasileira de História & Ciências Sociais, 1(1), 1-15. https://periodicos.furg.br/rbhcs/article/view/10351

Snoek, M., Swennen, A., & van der Klink, M. (2011). The quality of teacher educators in the European policy debate: Actions and measures to improve the professionalism of teacher educators. Professional Development in Education, 37(5), 651-664. https://doi.org/10.1080/19415257.2011.616095

Winaryati, E., Mardiana, & Hidayat, M. T. (2020). Conceptual framework of evaluation model on 4 C’s-based learning supervision. International Journal of Learning, Teaching and Educational Research, 19(8), 173-193. https://doi.org/10.26803/ijlter.19.8.10

Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122-135. https://doi.org/10.1177%2F0022487114560908

Published
2022-08-22
How to Cite
Leite, C., & Sousa-Pereira, F. (2022). Conditions for Socialization with Teaching in Portugal: Analysis of the Training Model and Teacher Trainers. Revista Electrónica Educare, 26(3), 1-24. https://doi.org/10.15359/ree.26-3.23

Comentarios (ver términos de uso)