Duration: 2019 – 2021
Principal Researcher
Hélia Pinto
Team Members
Ana Paula Cardoso
Luís Menezes
António Ribeiro
Maria Pacheco Figueiredo
João Rocha
Henrique Ramalho
Carla Lacerda
Isabel Aires de Matos
Ana Isabel Silva
Dulce Melão
Paulo Eira
Cristiana Mendes
Belmiro Rego
Hugo Menino
Clarinda Barata
Susana Reis
Marina Rodrigues
Maria de São Pedro
Lúcia Magueta
Maria José Gamboa
Olga Santos
Pedro Tadeu
Elisabete Brito
Eduarda Roque
Filomena Velho
Florbela Rodrigues
Maria do Céu Ribeiro
R&D UNIT
CI&DEI/IPV
Institutional and Enterprise Partners
Politécnico de Viseu; Politécnico de Leiria; Politécnico da Guarda
Knowledge, the theory-practice relationship, and reflection are some of the principles that can sustainably guide a teacher training program coherent with a conception based on the concept of professional development, associated with evolution and continuity (Borralho & Espadeiro, 2004). Therefore, it is important to understand how future teachers of the early years mobilize, integrate, and construct knowledge related to the teaching area(s) and didactic knowledge (Ponte & Oliveira, 2002) in the context of pedagogical practice. The following research questions arise from this objective:
i) What scientific/didactic knowledge do master's students present at the beginning of pedagogical practice?
ii) What strategies and difficulties do master's students present in mobilizing and integrating scientific/didactic knowledge during pedagogical practice?
iii) What scientific/didactic knowledge do master's students construct in the context of pedagogical practice? To address these questions and achieve the proposed objective, master's students will be monitored in the context of pedagogical practice using a case study design, employing a qualitative approach within the interpretative paradigm. Thus, training pathways in the context of pedagogical practice will emerge, fostering reflection in the design and evaluation of initial teacher training programs for the early years.