Deepening the exchange of student teaching experiences: implications for the pedagogy of teacher education of recent insights into teacher behaviour |
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| Institution: | 1. Federal University of ABC, Center of Mathematics, Computer Science and Cognition, Av. dos Estados, 5001, 09210-580 Santo André, São Paulo, Brazil;2. Federal University of Uberlândia, Department of Histology and Morphology, Institute of Biomedical Science, Av. Amazonas, S/N, 38405-320 Uberlândia, Minas Gerais, Brazil;3. São Paulo State University (UNESP), Department of Computer Science and Statistics, R. Cristóvão Colombo, 2265, 15054-000 São José do Rio Preto, São Paulo, Brazil;4. Federal University of Uberlândia, Faculty of Computer Science, Av. João Naves de Ávila, 2121, 38400-902 Uberlândia, Minas Gerais, Brazil;1. Departamento de Administración y Dirección de Empresas y Economía, Universidad a Distancia de Madrid (UDIMA), Collado Villalba, Madrid, España;2. Departamento de Psicología, Universidad a Distancia de Madrid (UDIMA), Collado Villalba, Madrid, España;1. Max Planck Institute for Tax Law and Public Finance, Marstallplatz 1, 80539 Munich, Germany;2. Goethe University Frankfurt, Theodor-W.-Adorno-Platz 4, 60629 Frankfurt am Main, Germany |
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| Abstract: | How can teacher education seminars be arranged in such a way that theory is integrated with student teachers’ practical experiences? In order to study this key question, we first present a theoretical framework on the sources of teacher behaviour, and discuss its implications for practices within teacher education. Next, we describe our development research study, which led to the identification of three approaches that can help to integrate student teachers’ experiences with theory. We introduce a five-step procedure characteristic of all three of them illustrating each approach with real-life examples of interventions and their effects. |
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