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Advisor(s)
Abstract(s)
A relação entre teoria e prática no contexto da formação de educadores/as de
infância e/ou de professores/as tem sido uma temática recorrente no âmbito
das Ciências da Educação. No entanto, continua a revestir-se de especial importância
no atual quadro de formação de estudantes-estagiários/as como um
dos alicerces da autoimagem pedagógica. O estudo desenvolvido, assumindo
uma abordagem mista, a partir da auscultação de 115 estudantes estagiários/
as, a frequentar mestrados profissionalizantes em Portugal continental, teve
como objetivos: identificar os marcos teóricos que mobilizam na realização
da PES, analisar a natureza dos argumentos que justificam o seu uso, assim
como a importância da relação que estabelecem entre a teoria e a prática. Os
resultados apontam para uma predominância de referências teóricas na área
científica Educacional Geral, sobretudo nacionais e clássicas, assim como a
valorização da relação entre a teoria e a prática, ainda que esta posição não
seja assumida por todos/as os/as participantes.
Abstract The relationship between theory and practice in the context of educator and/or teacher training has been a recurrent theme in the field of Educational Sciences. Nonetheless, it continues to be of great importance in the current framework of student-trainee training and is one of the foundations of educational self-image. This research, reliant on a mixed approach and based on the consultation of 115 students who attend professional master’s degrees in continental Portugal, has the following objectives: to identify the theoretical frameworks that are mobilized in the implementation of STP, to analyze the nature of the arguments that justify their use, as well as the importance of the relationship set forth by these arguments between theory and practice. The results point towards a predominance of theoretical references in the field of General Education (in particular, by Portuguese and classical authors), as well as an increased importance of the relationship between theory and practice, although this position is not assumed by all participants.
Abstract The relationship between theory and practice in the context of educator and/or teacher training has been a recurrent theme in the field of Educational Sciences. Nonetheless, it continues to be of great importance in the current framework of student-trainee training and is one of the foundations of educational self-image. This research, reliant on a mixed approach and based on the consultation of 115 students who attend professional master’s degrees in continental Portugal, has the following objectives: to identify the theoretical frameworks that are mobilized in the implementation of STP, to analyze the nature of the arguments that justify their use, as well as the importance of the relationship set forth by these arguments between theory and practice. The results point towards a predominance of theoretical references in the field of General Education (in particular, by Portuguese and classical authors), as well as an increased importance of the relationship between theory and practice, although this position is not assumed by all participants.
Description
Keywords
Teoria e prática Estudantes Mestrados em formação de educadores 1.º e 2.º ciclos do ensino básico Theory and practice Students Supervised teaching practice Master’s degrees in teacher training