To firm the position as a teacher, to affirm the teaching profession

Authors

  • António Nóvoa Universidade de Lisboa, Lisboa, Portugal

Keywords:

Teacher Education, Professional Training, Higher Education, Universities

Abstract

The first section of the article discusses the need to think about teacher training as professional education. For this, it is fundamental to build a new institutional place, so that the profession occupy its place within the training institutions. Between the two sections, it is argued that training should consolidate the position of each person as a professional as well as the position of the profession itself. In the second section, the need to reorganize the place of teacher education is discussed, unfolding the concept of position in five movements: personal disposition, professional interposition, pedagogical composition, research recomposition and public exposition. The text concludes with a coda, which stresses the importance of the profession to the education of teachers and of teacher education to the profession.

Downloads

Download data is not yet available.

Author Biography

António Nóvoa, Universidade de Lisboa, Lisboa, Portugal

Professor do Instituto de Educação e reitor honorário da Universidade de Lisboa

References

ANDREWS, D.; BARTELL, T.; RICHMOND, G. Teaching in dehumanizing times: the professionalization imperative. Journal of Teacher Education, v. 67, n. 3, p. 170-172, 2016.

ANDREWS, D.; RICHMOND, G.; STROUPE, D. Teacher education and teaching in the present political landscape. Journal of Teacher Education, v. 68, n. 2, p. 121-124, 2017.

ARENDT, H. Human condition. Chicago: The University of Chicago Press, 1958.

BEACH, D.; BAGLEY, C. Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study. European Journal of Teacher Education, v. 36, n. 4, p. 379-392, 2013.

BOLTANSKI, L. L’espace positionnel: multiplicité des positions institutionnelles et habitus de classe. Revue Française de Sociologie, v. 14, n. 1, p. 3-26, 1973.

BOURDIEU, P. Le champ littéraire. Actes de la Recherche en Sciences Sociales, v. 89, p. 3-46, 1991.

BOURDIEU, P. Méditations pascaliennes. Paris: Seuil, 2003.

BRANDENBURG, R. et al. (Ed.). Teacher education: innovation, intervention and impact. Dordrecht: Springer, 2016.

CLANDININ, J.; HUSU, J. (Ed.). The SAGE handbook of research on teacher education. London: Sage, 2017.

COCHRAN-SMITH, M. et al. Critiquing teacher preparation research: an overview of the field (part II). Journal of Teacher Education, v. 66, n. 2, p. 109-121, 2015.

COCHRAN-SMITH, M. et al. (Ed.). Handbook of research on teacher education. 3. ed. New York: Routledge, 2008.

DARLING-HAMMOND, L. Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, v. 45, n. 2, p. 83-91, 2016.

DE CERTEAU, M. L’invention du quotidien. Paris: Gallimard, 1990.

DELEUZE, G. Cours sur Spinoza. Vincennes, 2.12.1980-24.3.1981. Transcription d’enregistrements audio. Disponível em: <https://thehumansyndrome.files.wordpress.com/2011/08/33638526-

gilles-deleuze-cours-sur-spinoza.pdf>. Acesso em: 24 jun. 2017.

DELORS, J. et al. Educação: um tesouro a descobrir. São Paulo: Cortez, 1998.

DEWEY, J. The sources of a science of education. New York: Horace Liveright, 1929.

DUBAR, C. La socialisation: construction des identités sociales et professionnelles. Paris: Armand Colin, 1998.

DUBAR, C. La crise des identités: l’interprétation d’une mutation. Paris: PUF, 2000.

EUROPEAN COMMISSION. Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policymakers. Brussels: European Commission Staff, 2010. (European Commission Staff Working Document SEC (2010) 538 final).

FREIRE, P. Palestra realizada no auditório do Centro de Divulgação Científica e Cultural da Universidade de São Paulo. São Carlos, 22 de novembro de 1994. Disponível em: <https://www.youtube.com/watch?v=2C518zxDAo0&t=2158s>. Acesso em: 17 jun. 2017.

FURLONG, J.; COCHRAN-SMITH, M.; BRENNAN, M. (Ed.). Policy and politics in teacher education: international perspectives. London: Routledge Taylor & Francis, 2009.

GATTI, B. (Coord.). Professores do Brasil: impasses e desafios. Brasília: Unesco, 2009.

GATTI, B.; BARRETTO, E.; ANDRÉ, M. Políticas docentes no Brasil: um estado da arte. Brasília: Unesco, 2011.

GREENBERG, J.; WALSH, K.; MCKEE, A. NCTQ teacher prep review. Washington, D.C.: National Council on Teacher Quality, 2013.

GREENE, M. Public education and the public space. Educational Researcher, v. 11, n. 6, p. 4-9, 1982.

HAMELINE, D. O educador e a acção sensata. In: NÓVOA, A. Profissão professor. Porto: Porto, 1992. p. 35-62.

HARVARD MEDICAL SCHOOL. Pathways. Boston, MA: HSM, 2015. Disponível em: https://hms.harvard.edu/departments/medical-education/md-programs/pathways>. Acesso em: 18 jun. 2017.

HERBART, J.-F. Tact, autorité et sympathie en pédagogie. Paris: Economica, 2007.

HUBERMAN, M. La vie des enseignants: évolution et bilan d’une profession. Neuchâtel; Paris: Delachaux; Niestlé, 1989.

INGERSOLL, R.; STRONG, M. The impact of induction and mentoring programs for beginning teachers: a critical review of the research. Review of Educational Research, v. 81, n. 2, p. 201-233, 2011.

KESSELS, C. The influence of induction programs on beginning teachers’ well-being and professional development. Leiden: ICLON, 2010.

LE BOTERF, G. De la compétence: essai sur un attracteur étrange. Paris: Les Éditions d’Organisation, 1995.

LOUGHRAN, J.; HAMILTON, M. L. (Ed.). International handbook of teacher education. Dordrecht, 2016. 2 v.

NÓVOA, A. Le temps des professeurs. Lisboa: INIC, 1987. 2 v.

NÓVOA, A. Os professores e a sua formação. Lisboa: D. Quixote, 1992a.

NÓVOA, A. Profissão professor. Porto: Porto, 1992b.

NÓVOA, A. Vidas de professores. Porto: Porto, 1992c.

NÓVOA, A. Pensar la escuela más allá de la escuela. Con-Ciencia Social, n. 17, p. 27-38, 2013.

PERRENOUD, P. Dez novas competências para ensinar. Porto Alegre: Artmed, 2000.

RAVITCH, D. The death and life of the great American school system: how testing and choice are undermining education. New York: Basic Books, 2010.

RAVITCH, D. Reign of error: the hoax of the privatization movement and the danger to America’s public schools. New York: Knopf, 2013.

RICHMOND, G. The power of community partnership in the preparation of teachers. Journal of Teacher Education, v. 68, n. 1, p. 6-8, 2017.

RICOEUR, P. Le discours de l’action. In: TIFFENEAU, D. (Org.). La sémantique de l’action. Paris: CNRS, 1977. p. 3-137.

RILEY, K.; SOLIC, K. “Change happens beyond the comfort zone”: bringing undergraduate teacher-candidates into activist teacher communities. Journal of Teacher Education, v. 68, n. 2, p. 179-192, 2017.

SCOTT, J.; TRUJILLO, T.; RIVERA, M. Reframing teach for America: a conceptual framework for the next generation of scholarship. Education Policy Analysis Archives, v. 24, n. 12, p. 1-29, 2016.

SHULMAN, L. No drive-by teachers. Stanford, CA: Carnegie Foundation, 2003. Disponível em: <http://archive.carnegiefoundation.org/perspectives/no-drive-teachers>. Acesso em: 23 jul. 2017.

SHULMAN, L. Signature pedagogies in the professions. Daedalus, v. 134, n. 3, p. 52-59, 2005a.

SHULMAN, L. The signature pedagogies of the professions of law, medicine, engineering, and the clergy: potential lessons for the education of teachers. In: WORKSHOP: “TEACHER EDUCATION FOR EFFECTIVE TEACHING AND LEARNING”. 6-8 February, 2005. Irvine, Califórnia, 2005b. Disponível em: <http://www.taylorprograms.com/images/Shulman_Signature_Pedagogies.pdf>.

Acesso em: 18 jun. 2017.

SHULMAN, L. Pedagogies of uncertainty. Liberal Education, v. 91, n. 2, p. 18-25, 2005c.

WENGER, E. Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press, 1998.

ZEICHNER, K. Competition, economic rationalization, increased surveillance, and attacks on diversity: neo-liberalism and the transformation of teacher education in the U.S. Teaching and Teacher Education, v. 26, n. 8, p. 1544-1552, 2010a.

ZEICHNER, K. Rethinking the connections between campus courses and field experiences in college- and university- based teacher education. Journal of Teacher Education, v. 61, n. 1-2, p. 89-99, 2010b.

ZEICHNER, K.; PAYNE, K.; BRAYKO, K. Democratizing teacher education. Journal of Teacher Education, v. 66, n. 2, p. 122-135, 2015.

Published

2017-12-06

How to Cite

Nóvoa, A. (2017). To firm the position as a teacher, to affirm the teaching profession. Cadernos De Pesquisa, 47(166), 1106–1133. Retrieved from https://publicacoes.fcc.org.br/cp/article/view/4843

Issue

Section

Tema em Destaque - Didática e formação de professores