What students’ narratives show about the development of autonomy in their initial teacher training

  • Leanete Teresinha Thomas Dotta
  • María Amélia da Costa Lopes

Keywords:

narratives, profesional training, autonomy, trajectory, higher education

Abstract

In the European context, a group of integration policies, included in the process of Bolonia, introduced lines of action as an opportunity to revise professional training and transform higher teaching through a process of development of autonomy, meaningful participation and availability for personal development through life. From this perspective, this paper analyzes the development of autonomy in students at initial teacher training, using their narratives and keeping in mind the different training situations in which they are immersed. These narratives revealed a declared autonomy when students speak about the implications of the process of Bolonia and their own learning. On the other hand, through narration in its tridimentional perspective, acquired dimensions of autonomy are revealed, which are built in their biographic, relational and institutional trajectories, even before starting the initial training.

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Author Biographies

Leanete Teresinha Thomas Dotta

Docente Colaboradora da Faculdade de Psicologia e Ciências da Educação da Universidade do Porto (FPCEUP), Investigadora de Pós-Doutoramento na FPCEUP, Membro do CIIE (Centro de Investigação e Intervenção Educativa) da FPCEUP e do Grupo de Investigação EPSAI e Formação (Escola Pública Saberes, Identidades e Formação). Interesses investigativos: Formação de Professores, Formadores de Professores, Identidades Profissionais, Estudantes, Narrativas. Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto 

María Amélia da Costa Lopes

Professora Catedrática da Faculdade de Psicologia e Ciências da Educação da Universidade do Porto. Vice-Presidente do Centro de Investigação e Intervenção Educativas (CIIE) e Coordenadora da linha de investigação Formação, Saberes e Contextos de Trabalho e de Educação. É autora de diversas publicações no domínio das identidades profissionais em diversos campos e da formação inicial e contínua de professores e de outros profissionais. Atualmente, os seus interesses deinvestigação centram-se nas identidades dos formadores de professores e de enfermeiros, e de forma mais geral nas identidades dos professores do ensino superior. Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto

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How to Cite

Thomas Dotta, L. T., & da Costa Lopes, M. A. (2014). What students’ narratives show about the development of autonomy in their initial teacher training. Praxis Educativa, 18(2), 44–50. Retrieved from https://cerac.unlpam.edu.ar/ojs/index.php/praxis/article/view/900

Issue

Vol. 18 No. 2 (2014): agosto-diciembre

Section

Artículos

License

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