A study about the reflection that teachers do about their practices
A study on the reflection that teachers make on their pedagogical practices in the early years
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This study sought to show the records that teachers of the initial series make about their teaching practices, in an attempt to reflect on their experiences facing the impact of changes in educational policy, and how the needs and possibilities of their teacher training continue. The interest in deepening the knowledge about what teachers think about their professional practice in the theoretical and practical spheres was intended to encourage the teacher to start a reflection focused on a new practice and, thus, qualify their professional development from a reading that can be interpreted as ...
This study sought to show the records that teachers of the initial series make about their teaching practices, in an attempt to reflect on their experiences facing the impact of changes in educational policy, and how the needs and possibilities of their teacher training continue. The interest in deepening the knowledge about what teachers think about their professional practice in the theoretical and practical spheres was intended to encourage the teacher to start a reflection focused on a new practice and, thus, qualify their professional development from a reading that can be interpreted as a way to better understand the teacher training, its problems and perspectives. It is considered that one of the obstacles to children's learning is related to the teacher's academic training, which is notably fragmented, with theory and practice totally disjointed. It is understood, therefore, that theory is very important, but alone is insufficient for the reality of the classroom, especially in Early Childhood Education. The main objective of this study was to explore, through data from the literature, if the theory and practice of the teacher.
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