Integrating Theory and Practice in Initial Teacher Education

• Maria Inês Marcondes ^[1] ; Vânia Finholdt Angelo Leite ^[2] ; Rosane Karl Ramos ^[1]
  1. [1] Pontifícia Universidade Católica do Rio de Janeiro

     Pontifícia Universidade Católica do Rio de Janeiro

     Brasil

     
  2. [2] State University of Rio de Janeiro
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 525-533
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper presents PIBID (Government Grant Program for Initial Teacher Education), a Brazilian national program, as an alternative to integrate theory and practice in initial teacher education. The theoretical framework includes the concepts of reflective practice and investigation, critical thought, collective collaborative educational processes for the professional development of student teachers, and joint research and activities between universities and basic schools. We briefly present and discuss the document DCNs (National Curricular Guidelines) in its main proposals for initial teacher education, as well as PIBID, considered an important program to improve initial teacher education programs by stimulating practicum since the beginning of the course. Finally, we conclude with some remaining challenges and possibilities for initial teacher education in Brazil.