Work-related learning as a didactic methodology for teacher education

<p>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...

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Autores principales:	Cristina Casaschi, Francesco Magni
Formato:	article
Lenguaje:	EN ES PT
Publicado:	Instituto Federal de São Paulo 2018
Materias:	Educação inicial de professores Aprendizagem Aprendizado relacionado ao trabalho. Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/0b5d1e3e39df46a1b43d49abde9759c5
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spelling	oai:doaj.org-article:0b5d1e3e39df46a1b43d49abde9759c52021-12-02T11:18:30ZWork-related learning as a didactic methodology for teacher education2447-8288https://doaj.org/article/0b5d1e3e39df46a1b43d49abde9759c52018-05-01T00:00:00Zhttps://itp.ifsp.edu.br/ojs/index.php/RIFP/article/view/1057https://doaj.org/toc/2447-8288<p>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”..</p>Cristina CasaschiFrancesco MagniInstituto Federal de São PauloarticleEducação inicial de professoresAprendizagemAprendizado relacionado ao trabalho.Theory and practice of educationLB5-3640ENESPTRevista Internacional de Formação de Professores, Vol 3, Iss 1, Pp 205-226 (2018)
institution	DOAJ
collection	DOAJ
language	EN ES PT
topic	Educação inicial de professores Aprendizagem Aprendizado relacionado ao trabalho. Theory and practice of education LB5-3640
spellingShingle	Educação inicial de professores Aprendizagem Aprendizado relacionado ao trabalho. Theory and practice of education LB5-3640 Cristina Casaschi Francesco Magni Work-related learning as a didactic methodology for teacher education
description	<p>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”..</p>
format	article
author	Cristina Casaschi Francesco Magni
author_facet	Cristina Casaschi Francesco Magni
author_sort	Cristina Casaschi
title	Work-related learning as a didactic methodology for teacher education
title_short	Work-related learning as a didactic methodology for teacher education
title_full	Work-related learning as a didactic methodology for teacher education
title_fullStr	Work-related learning as a didactic methodology for teacher education
title_full_unstemmed	Work-related learning as a didactic methodology for teacher education
title_sort	work-related learning as a didactic methodology for teacher education
publisher	Instituto Federal de São Paulo
publishDate	2018
url	https://doaj.org/article/0b5d1e3e39df46a1b43d49abde9759c5
work_keys_str_mv	AT cristinacasaschi workrelatedlearningasadidacticmethodologyforteachereducation AT francescomagni workrelatedlearningasadidacticmethodologyforteachereducation
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Work-related learning as a didactic methodology for teacher education

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