Teacher knowledge as a student: socialization practices by pedagogical reflection

Abstract

The teaching knowledge starts from the premise of reflection and dialogue of the practices experienced by the teacher. Thus, the objective of this research is to analyze the main discussions of the research project ‘Teaching Knowledge of Students of the Pedagogy Course - PARFOR (National Program for Basic Education Teacher Training). The method adopted was through dialogued workshops, with a total of four workshops with themes and discussions about teaching knowledge, entitled as: ‘The teaching practice in the classroom’; ‘I woman, I academic’; ‘Pleasure and Suffering in teaching practice’; ‘The academic life’. The new epistemology of knowledge leads the teacher to reflect in a critical perspective to find a solution, but also to learn new knowledge and transmit in their work / school context.

E-Learning effective during the Covid-19 era

“…In Covid-19 pandemic era like today, the teaching staff must be able to trigger active learning. Active learning is mediated by the educators by involving the wisdom of the educators in such a way that it shall transmit the knowledge and at the same time transform the learners reflectively (Vieira & Silva, 2020). The educators need to understand the differences in the application of active learning because it can have a significant effect on the psychology and learning capability of the learners (Rahim & Shamsudin, 2019).…”