Brazilians Speak Out About their Schools: implications for teacher education

Abstract

This is the second of two papers reporting a large scale investigation of the beliefs students, parents, and instructional staff hold about desirable 1st level schooling and teaching in Brazil. The unique perspectives of each of the three groups are presented along with selected differences and similarities and their implications for Brazilian teacher education. The analyses and interpretations explore the meanings underlying some of the more disparate patterns of belief. The contributions that knowledge of the school‐related world can make to programs for the preservice and inservice education of teachers are stressed.