Assegurar a qualidade na formação de professores: um desafio global contemporâneo?
DOI:
https://doi.org/10.21814/childstudies.4128Palavras-chave:
formação de professores, qualidade, políticas e prática, estudo comparado, desafios globais contemporâneosResumo
O objetivo deste artigo é o de analisar o que significa o termo “qualidade” no contexto do ensino e da formação de professores, discutindo como se mantêm os aspetos de qualidade que parecem ser importantes no desenvolvimento contemporâneo de políticas e práticas de formação de professores. O artigo fundamenta-se em diversos estudos comparativos sobre formação de professores desenvolvidos nos últimos anos. A consideração inicial incide sobre os níveis macro e meso das políticas e das práticas, considerando instituições estatais e os papéis das instituições educacionais. O foco volta-se de seguida para o nível micro, considerando a qualidade dos participantes na oferta e na experiência de formação de professores. O artigo identifica o significado antropológico da formação de professores e os contributos sociais mais amplos que podem ser obtidos a partir de tal estudo no século XXI e, em conclusão, são considerados alguns desafios globais contemporâneos para a manutenção da qualidade na formação de professores.
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