Professor-tutor-regente: base de conhecimento e aprendizagens

• Ano de defesa: 2013
• Autor(a) principal: Borges, Fabiana Vigo Azevedo
• Orientador(a): Reali, Aline Maria de Medeiros Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Educação; Professor-tutor-regente; Formador de Professores; Aprendizagem docente; Base de conhecimento; Professor-tutor
• Palavras-chave em Inglês: Teacher-Tutor-regent; Trainer; Teacher Learning; Teaching Knowledge Base
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2655

This research investigated the learning faculty of experienced teachers who act as "guardians-rulers" in a "supervised" program developed by the Faculty of Education in UFSCar, in the distance, considering the perspectives of these professionals. Specifically, we would like to to understand the changes in the knowledge base for teaching teachers of educational supervisors to act as placement of student teachers, tutors-regents from their participation program. The literature that supports the study is based on studies of Mizukami (2002, 2004, 2006) and Shulman (1986, 1987, 2005) (knowledge base), Garcia (1999, 2002), Vaillant (2003, 2004), Reali (1995, 2009) (teacher trainer), Pepper and Lima (2002, 2006, 2008) (supervised) and the Distance education as a tool for training of trainers based on Rinaldi (2009), Reali (2009) among others who understand the teacher education as a field to be explored and improved constantly. Through a qualitative study a descriptive-analytical revealed the importance of specific training of teachers to act as supervisors stages of future teachers, or "teacher trainers", and the urgency to score elements that make up the base knowledge for teaching trainer.