“I Am a Pibidiana”: Societal Relations as the Locus of Sustained Development in a Teacher Education Program in Brazil

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Author(s)
El Kadri, Michele Salles
Roth, Michael
Griffith University Author(s)
Year published
2013
Metadata
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Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered {coteaching | cogenerative dialoguing} setting of one Brazilian teacher education program in terms of changing societal relations. We draw on Vygotsky, Leont'ev, and Dewey's ideas on development. The results exhibit the experience of teaching generally and the extant societal relations specifically as the condition for teacher ...
View more >Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered {coteaching | cogenerative dialoguing} setting of one Brazilian teacher education program in terms of changing societal relations. We draw on Vygotsky, Leont'ev, and Dewey's ideas on development. The results exhibit the experience of teaching generally and the extant societal relations specifically as the condition for teacher development. Implications for teaching education programs are discussed.
View less >
View more >Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered {coteaching | cogenerative dialoguing} setting of one Brazilian teacher education program in terms of changing societal relations. We draw on Vygotsky, Leont'ev, and Dewey's ideas on development. The results exhibit the experience of teaching generally and the extant societal relations specifically as the condition for teacher development. Implications for teaching education programs are discussed.
View less >
Journal Title
Australian Journal of Teacher Education
Volume
38
Issue
5
Copyright Statement
© The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author.
Subject
Teacher Education and Professional Development of Educators
Education