Critical Acts of Becoming in Teacher Practicum: Evidence from Student-Teacher Memoir of Apprenticeship in Public Schools in Rio De Janeiro

Autor/inn/en	Bokel Reis, Cláudia Maria; Dos Santos, William Soares
Titel	Critical Acts of Becoming in Teacher Practicum: Evidence from Student-Teacher Memoir of Apprenticeship in Public Schools in Rio De Janeiro
Quelle	In: Journal for Critical Education Policy Studies, 16 (2018) 2, S.68-98 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Practicums; Apprenticeships; Student Teachers; Public Schools; Preservice Teacher Education; Student Attitudes; Reflection; Transformative Learning; Attitude Change; Teacher Role; Role Perception; Equal Education; Access to Education; Student Rights; Personal Narratives; Discourse Analysis; Females; Autobiographies; Brazil + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; Apprenticeship; Lehre; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Public school; Öffentliche Schule; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Pädagogische Transformation; Attitudinal change; Einstellungsänderung; Lehrerrolle; Role conception; Rollenverständnis; Education; Access; Bildung; Zugang; Bildungszugang; Erlebniserzählung; Diskursanalyse; Weibliches Geschlecht; Autobiography; Autobiografie; Autobiographie; Brasilien
Abstract	In times of several criticisms of free public schooling and resistance to social and authorial transformation of teacher and teaching education, a dialogical and critical perspective towards teacher education has become of paramount relevance. By looking at student-teacher memoirs of formation, the researchers examine transformative movements of becoming, in student-teacher narratives in apprenticeship, in public schools of Rio de Janeiro. By aligning critical pedagogy to a socio-interactional perspective to narrative discourse of formation, we examine how student-teachers, in process of becoming teachers, view their transformative experiences in public schools during their apprenticeship. Although students depict resistance and difficulty in understanding their own roles, the place of teaching practice, as well as the role of the public schooling in Rio de Janeiro, our data demonstrates the transformation of their prejudice and pre-conceived notions of public schooling and teaching into a proactive and transformative understanding of students' social role as teachers to be. Another key element which we can draw from our discursive analysis, as part of student-teacher reflection and evaluation, is the demonstration of the significance of the institutional roles of public school as a means of providing equal access to free education. Finally, the results indicate that the development of critical knowledge by all students can be considered as an equal civil right and a State obligation as reflected through the narratives analyzed in this paper. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01