Teacher formation within the realistic-reflective model
an approach to the Brazilian context
DOI:
https://doi.org/10.21680/1981-1802.2021v59n60ID24757Keywords:
Realistic-reflective formation, Teacher formation, Distance EducationAbstract
This article explores teacher training in the realistic-reflective model with the aim of bringing it closer to the Portuguese-speaking context. It is a neo-vygotskian approach of collaborative descriptive and normative knowledge construction in symbiosis with practice. Through cyclical self-regulated critical reflection: it is considered teacher's previous experiences, knowledge, belief system and values??. The main characteristics of the realistic-reflective model are presented, such as the stages of deconstruction, co-construction and reconstruction, the reflective cycles, and marks of self-regulation and tools such as the guideline and assessment Rubric, case reports from Spain and the Netherlands. It was concluded that the members of the Community of Portuguese Speaking Countries (CPLP), specifically from Brazil, can benefit from teacher training within realistic-reflective prism, especially in the Distance Education modality. A relevant field that needs be more intensively researched and practiced.
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