REFLECTIVE TEACHER: A CONTRIBUTION TO THE EPISTEMOLOGY OF PRACTICE AND TEACHER TRAINING

Authors

  • Mirtes Ribeiro de Lira UPE - Campus Nazaré da Mata
  • Elisângela Campos Damasceno Sarmento IFPI - Campus Paulistana

DOI:

https://doi.org/10.14210/contrapontos.v16n3.p439-453

Keywords:

Reflective teacher, Epistemology of practice, Teacher training.

Abstract

This article presents some thoughts on the reflective teacher as the impulse for the epistemology of practice, in order to support the ongoing training of teachers, as an essential condition for achieving quality of professional practice. This work is based primarily on Dewey (1960), Freire (1997), Schön (2000), Pimenta (2002) and Zapata (2004). The research methodology is based on reports of teaching experience, and on a literature review. It is hoped that the results will demonstrate the importance of the reflective teacher and practice of epistemology in the school context, in view of the contributions to teacher training and a consequent improvement of teaching and learning processes.

Author Biographies

Mirtes Ribeiro de Lira, UPE - Campus Nazaré da Mata

Professora Adjunta da UPE. Orientadora dos Programas de Pós-Graduação Stricto Sensu dos Campi Nazaré da Mata e Petrolina.

Elisângela Campos Damasceno Sarmento, IFPI - Campus Paulistana

Mestranda do Programa de Pós-Graduação Stricto Sensu em Formação de Professores e Práticas Interdisciplinares - UPE - Campus Petrolina

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Published

2016-09-30

Issue

Vol. 16 No. 3 (2016)

Section

Articles

License

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