The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge

Descripción del Articulo

Continuing teacher education has been the scene of many discussions in the Brazilian context. However, when it is related to the construction and reconstruction of teachers' knowledge, it is necessary to think about deepening its importance in the sense of the personal and professional constitu...

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Detalles Bibliográficos
Autores: Moro, Valderesa, Jung, Hildegard
Formato: artículo
Fecha de Publicación:2022
Institución:Pontificia Universidad Católica del Perú
Repositorio:PUCP-Institucional
Lenguaje:portugués
OAI Identifier:oai:repositorio.pucp.edu.pe:20.500.14657/193404
Enlace del recurso:https://revistas.pucp.edu.pe/index.php/educacion/article/view/25935/24435
https://repositorio.pucp.edu.pe/index/handle/123456789/193404
https://doi.org/10.18800/educacion.202202.004
Nivel de acceso:acceso abierto
Materia:Continuing education
Teaching work
Pedagogical practice
Educación continua
Trabajo docente
Práctica pedagógica
Educação continuada
Trabalho docente
Prática pedagógica
https://purl.org/pe-repo/ocde/ford#5.03.00
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network_name_str PUCP-Institucional
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dc.title.es_ES.fl_str_mv The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
dc.title.alternative.en_US.fl_str_mv La Contribución de la Formación Continua en la (re)construcción de los Saberes Docentes
dc.title.alternative.pt_BR.fl_str_mv A Contribuição da Formação Continuada na (re)construção de Saberes Docentes
title The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
spellingShingle The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
Moro, Valderesa
Continuing education
Teaching work
Pedagogical practice
Educación continua
Trabajo docente
Práctica pedagógica
Educação continuada
Trabalho docente
Prática pedagógica
https://purl.org/pe-repo/ocde/ford#5.03.00
title_short The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
title_full The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
title_fullStr The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
title_full_unstemmed The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
title_sort The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
author Moro, Valderesa
author_facet Moro, Valderesa
Jung, Hildegard
author_role author
author2 Jung, Hildegard
author2_role author
dc.contributor.author.fl_str_mv Moro, Valderesa
Jung, Hildegard
dc.subject.en_US.fl_str_mv Continuing education
Teaching work
Pedagogical practice
topic Continuing education
Teaching work
Pedagogical practice
Educación continua
Trabajo docente
Práctica pedagógica
Educação continuada
Trabalho docente
Prática pedagógica
https://purl.org/pe-repo/ocde/ford#5.03.00
dc.subject.es_ES.fl_str_mv Educación continua
Trabajo docente
Práctica pedagógica
dc.subject.pt_BR.fl_str_mv Educação continuada
Trabalho docente
Prática pedagógica
dc.subject.ocde.none.fl_str_mv https://purl.org/pe-repo/ocde/ford#5.03.00
description Continuing teacher education has been the scene of many discussions in the Brazilian context. However, when it is related to the construction and reconstruction of teachers' knowledge, it is necessary to think about deepening its importance in the sense of the personal and professional constitution of teachers. The motivating question of this study refers to how teaching knowledge is presented in the context of continuing education in Brazilian studies existing in the scope of theses and dissertations found in the repository of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES (Coordination for the Improvement of Higher Education Personnel) with a time delimitation of 2017-2020. The methodology is qualitative with a descriptive bibliographic approach. From a total of three theses and nine dissertations analyzed, five of them explicitly refer that continuing education contributed to the construction and reconstruction of teaching knowledge.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2023-05-11T13:51:36Z
2023-05-11T14:15:14Z
dc.date.available.none.fl_str_mv 2023-05-11T13:51:36Z
2023-05-11T14:15:14Z
dc.date.issued.fl_str_mv 2022-10-03
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.other.none.fl_str_mv Artículo
format article
dc.identifier.uri.none.fl_str_mv https://revistas.pucp.edu.pe/index.php/educacion/article/view/25935/24435
https://repositorio.pucp.edu.pe/index/handle/123456789/193404
dc.identifier.doi.none.fl_str_mv https://doi.org/10.18800/educacion.202202.004
url https://revistas.pucp.edu.pe/index.php/educacion/article/view/25935/24435
https://repositorio.pucp.edu.pe/index/handle/123456789/193404
https://doi.org/10.18800/educacion.202202.004
dc.language.iso.none.fl_str_mv por
language por
dc.relation.ispartof.none.fl_str_mv urn:issn:2304-4322
urn:issn:1019-9403
dc.rights.es_ES.fl_str_mv info:eu-repo/semantics/openAccess
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eu_rights_str_mv openAccess
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dc.format.none.fl_str_mv application/pdf
dc.publisher.es_ES.fl_str_mv Pontificia Universidad Católica del Perú
dc.publisher.country.none.fl_str_mv PE
dc.source.es_ES.fl_str_mv Educación; Vol. 31 Núm. 61 (2022)
dc.source.none.fl_str_mv reponame:PUCP-Institucional
instname:Pontificia Universidad Católica del Perú
instacron:PUCP
instname_str Pontificia Universidad Católica del Perú
instacron_str PUCP
institution PUCP
reponame_str PUCP-Institucional
collection PUCP-Institucional
repository.name.fl_str_mv Repositorio Institucional de la PUCP
repository.mail.fl_str_mv repositorio@pucp.pe
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spelling Moro, ValderesaJung, Hildegard2023-05-11T13:51:36Z2023-05-11T14:15:14Z2023-05-11T13:51:36Z2023-05-11T14:15:14Z2022-10-03https://revistas.pucp.edu.pe/index.php/educacion/article/view/25935/24435https://repositorio.pucp.edu.pe/index/handle/123456789/193404https://doi.org/10.18800/educacion.202202.004Continuing teacher education has been the scene of many discussions in the Brazilian context. However, when it is related to the construction and reconstruction of teachers' knowledge, it is necessary to think about deepening its importance in the sense of the personal and professional constitution of teachers. The motivating question of this study refers to how teaching knowledge is presented in the context of continuing education in Brazilian studies existing in the scope of theses and dissertations found in the repository of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES (Coordination for the Improvement of Higher Education Personnel) with a time delimitation of 2017-2020. The methodology is qualitative with a descriptive bibliographic approach. From a total of three theses and nine dissertations analyzed, five of them explicitly refer that continuing education contributed to the construction and reconstruction of teaching knowledge.La formación continua del profesorado ha sido escenario de muchos debates en el contexto brasileño. Sin embargo, cuando se relaciona con la construcción y reconstrucción del conocimiento de los docentes, es necesario pensar en profundizar su importancia en el sentido de la constitución personal y profesional del docente. La pregunta motivadora de este estudio se refiere a cómo se presenta el conocimiento docente en el contexto de la formación continua en los estudios brasileños existentes en el ámbito de las tesis y disertaciones que se encuentran en el repositorio de la Coordinación para la Mejora del Personal de la Educación Superior - CAPES con delimitación temporal 2017-2020. La metodología es cualitativa con un enfoque bibliográfico descriptivo. De un total de tres tesis y nueve tesinas analizadas, cinco de ellas refieren explícitamente que la formación continua contribuyó a la construcción y reconstrucción del conocimiento docente.A formação docente continuada tem sido palco de muitas discussões no contexto brasileiro. No entanto, quando relacionada a construção e reconstrução de saberes docentes, há que se pensar em aprofundar sua importância no sentido da constituição pessoal e profissional docente. O questionamento motivador deste estudo refere-se a como os saberes docentes se apresentam no contexto da formação continuada em estudos brasileiros existentes no âmbito de teses e dissertações encontradas no repositório da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES com delimitação temporal 2017-2020. A metodologia é de abordagem qualitativa com enfoque descritivo bibliográfico. De um total de três teses e nove dissertações analisadas, cinco delas referem explicitamente que a formação continuada contribuiu para a construção e reconstrução de saberes docentesapplication/pdfporPontificia Universidad Católica del PerúPEurn:issn:2304-4322urn:issn:1019-9403info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/4.0/Educación; Vol. 31 Núm. 61 (2022)reponame:PUCP-Institucionalinstname:Pontificia Universidad Católica del Perúinstacron:PUCPContinuing educationTeaching workPedagogical practiceEducación continuaTrabajo docentePráctica pedagógicaEducação continuadaTrabalho docentePrática pedagógicahttps://purl.org/pe-repo/ocde/ford#5.03.00The Contribution of Continuing Education in the (Re)construction of Teacher KnowledgeLa Contribución de la Formación Continua en la (re)construcción de los Saberes DocentesA Contribuição da Formação Continuada na (re)construção de Saberes Docentesinfo:eu-repo/semantics/articleArtículo20.500.14657/193404oai:repositorio.pucp.edu.pe:20.500.14657/1934042024-06-05 16:11:18.679https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessmetadata.onlyhttps://repositorio.pucp.edu.peRepositorio Institucional de la PUCPrepositorio@pucp.pe
score 13.99354
The Contribution of Continuing Education in the (Re)construction of Teacher Knowledge
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