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http://acervodigital.unesp.br/handle/11449/36405
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DC Field | Value | Language |
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dc.contributor.author | Grigoli, Josefa A. G. | - |
dc.contributor.author | Teixeira, Leny R. M. | - |
dc.contributor.author | de Lima, Claudia Maria | - |
dc.contributor.author | da Silva, Adriana Rodrigues | - |
dc.contributor.author | Vasconcellos, Monica | - |
dc.date.accessioned | 2014-05-20T15:26:13Z | - |
dc.date.accessioned | 2016-10-25T18:00:45Z | - |
dc.date.available | 2014-05-20T15:26:13Z | - |
dc.date.available | 2016-10-25T18:00:45Z | - |
dc.date.issued | 2007-01-01 | - |
dc.identifier | http://www.scielo.gpeari.mctes.pt/scielo.php?pid=S1645-72502007000200007&script=sci_arttext | - |
dc.identifier.citation | Revista Lusofona de Educacao. Lisboa: Edicoes Univ Lusofonas, n. 10, p. 81-+, 2007. | - |
dc.identifier.issn | 1645-7250 | - |
dc.identifier.uri | http://hdl.handle.net/11449/36405 | - |
dc.identifier.uri | http://acervodigital.unesp.br/handle/11449/36405 | - |
dc.description.abstract | The focus of our research is on how teachers construct their knowledge. We also intend to depth our understanding of the factors that regulate teachers' action - either to maintain, either to modify their professional practice. In order to investigate the means by which teachers learn and the reasons that make them change or resist transforming their practice, we accomplished a task aiming teachers' formation, in a manner similar to a collaborative research design, which involved part of the staff of a school chosen among others which were part of a sample of a previous exploratory study. The subjects were ten teachers of elementary teaching (first stage) and three school administrators. The intervention occurred through our constant presence in the school's daily life, for we believe that empowerment and professional development must be a choice of teachers themselves, based on their own expressed needs toward the construction of their autonomy. A preliminary analysis of data shows that teachers sometimes resist to changes; so these are slow and difficult. Nevertheless, our intervention based on a collaborative research design enabled us to deal with these difficulties, contributing to form a kind of teacher who investigates its own practice. | en |
dc.format.extent | 81-+ | - |
dc.language.iso | por | - |
dc.publisher | Edicoes Univ Lusofonas | - |
dc.source | Web of Science | - |
dc.subject | continued formation | pt |
dc.subject | collaborative research | pt |
dc.subject | reflexive practice | pt |
dc.title | A formação do professor investigador na escola e as possibilidades da pesquisa colaborativa: um retrato sem retoques | pt |
dc.title.alternative | Teacher researcher's training and possibilities of collaborative research: a picture without touches | en |
dc.type | outro | - |
dc.contributor.institution | UCDB | - |
dc.contributor.institution | Universidade Estadual Paulista (UNESP) | - |
dc.contributor.institution | Univ Estadual Mato Grosso | - |
dc.description.affiliation | UCDB, Programma Mestrado Educ, Bosco, Brazil | - |
dc.description.affiliation | UNESP, Sao Rio Preto, Brazil | - |
dc.description.affiliation | Univ Estadual Mato Grosso, Mato Grosso, Brazil | - |
dc.description.affiliationUnesp | UNESP, Sao Rio Preto, Brazil | - |
dc.identifier.scielo | S1645-72502007000200007 | - |
dc.identifier.wos | WOS:000256790400007 | - |
dc.rights.accessRights | Acesso aberto | - |
dc.identifier.file | WOS000256790400007.pdf | - |
dc.relation.ispartof | Revista Lusofona de Educacao | - |
Appears in Collections: | Artigos, TCCs, Teses e Dissertações da Unesp |
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