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The “Universitisation” of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses

Yıl 2015, Cilt: 5 Sayı: 3, 293 - 315, 31.12.2015

Öz

In
Portugal, geography teacher training followed a process of ‘universitisation’
that enhanced its academic dimension and weakened the importance of
professional training. Training became focused on outcomes, more than on
processes, and its effects were increasingly disappointing as regards changing
teachers’ practices. Although such problems are not confined to geography
teacher training, in the case of geography they seem to be particularly
pertinent, since they contribute to widen the gap between academic and school
geography. The paper intends to address two questions: (1) how did the
‘universitisation’ of teacher training affect teachers’ involvement as regards
the overall training process?; (2) how to explain the marginal results obtained
by training as regards changing teachers’ practices? From the data collected
for this research through the content analysis of primary documents, databases
and the results presented by various field researches, it seems possible to
identify the main weaknesses that affect geography teacher training: (a) training
programmes fail to narrow the gap between theory and practice; and (b) training
processes are unable to identify and take into account the experiences and the
personal beliefs that shaped student teachers’ knowledge before they enter
training. These justify the design of a new reflective methodology.

Kaynakça

  • Alexandre, F. (1995). Ciência académica e saber do professor: representações de ciência e do seu ensino na educação geográfica. Monte da Caparica: Universidade Nova de Lisboa.
  • Alexandre, F. (2009). Epistemological awareness and geographical education in Portugal: the practice of newly qualified teachers. International Research in Geographical and Environmental Education, 18(4), 253-259.
  • Alexandre, F. (2013). Formação reflexiva de professores e cidadania: contributo para o estudo das práticas de formação inicial de professores de geografia. Lisbon: Universidade Aberta.
  • Altet, M. (2008). Raport à la formation, à la pratique, aux savoirs et reconfiguration des savoirs professionnels par les stagiaires. In P. Perrenoud, M. Altet, C. Lessard & L. Paquay (eds.), Conflits de savoirs en formation dês enseignants (pp. 91-105). Brussels: Éditions De Boeck. Amobi, F. (2003). Finding and speaking their own voices: using an online survey to elicit pre-service teachers’ reflectivity about educational beliefs. Reflective Practice, 4(3), 345-360.
  • Anspal, T., Eisenschmidt, E. & Löfström, E. (2012). Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives. Teachers and Teaching, 18(2), 197-216.
  • Barnett, B. & O’Mahony, G. (2006). Developing a culture of reflection: implications for school improvement. Reflective Practice, 7(4), 499-523.
  • Bean, T. & Stevens, L. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205-218.
  • Braga, C., Dias, A., Formosinho, J., Ruivo, J., Pereira, J. & Tavares, J. (1988). A situação do professor em Portugal. Análise Social, XXIV(103-104), 1187-1293.
  • Brooks, C. (2006). Geographical Knowledge and Teaching Geography. International Research in Geographical and Environmental Education, 15(4), 353-369.
  • Brooks, C. (2011). Geographical knowledge and professional development. In Graham Butt (eds.), Geography, education and the future (pp. 165-180). London: Continuum.
  • Bruce, C. & Russell, A. (1992). Transforming tomorrow today: proceedings of the second world congress on action learning. Brisbane: University of Queensland
  • Bukor, E. (2015). Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves. Teachers and Teaching, 21(3), 305-327.
  • Campos, B. (2000). Teacher education policies in Portugal. In B. Campos (eds.), Teacher education policies in the European Union (pp. 225-242). Lisbon: Ministério da Educação.
  • Canário, R. (2001). Formação inicial de professors: que futuro? Síntese dos relatórios de avaliação dos cursos para o 3.º ciclo do ensino básico e ensino secundário. Lisbon: INAFOP.
  • Clarke, M. & Drudy, S. (2006). Teaching for diversity, social justice and global awareness. European Journal of Teacher Education, 29(3), 371-386. Cox, E. (2005). Adult learners learning from experience: using a reflective practice model to support work-based learning. Reflective Practice, 6(4), 459-472.
  • Desjardins, J. & Hensler, H. (2009). À la recherché d’une coherence dans les programmes de formation à l’enseignement. In Richard Etienne et al. (eds.). L’université peut-elle vraiment former les enseignants? (pp. 145-159). Brussels: Éditions De Boeck.
  • Delandshere, G. & Petrosky, A. (2004). Political rationales and ideological stances of the standards-based reform of teacher education in the US. Teaching and Teacher Education, 20(1), 1-15.
  • Dolan, A., Waldron, F., Pike, S. & Greenwood, R. (2014). Student teachers’ reflections on prior experiences of learning geography. International Research in Geographical and Environmental Education, 23(4), 314-330.
  • Etienne, R. et al. (2009). L’université peut-elle vraiment former les enseignants?. Brussels: Éditions De Boeck.
  • Formosinho, J. (2000). Teacher education in Portugal. Teacher training and teacher professionality. In B. Campos (eds.), Teacher education policies in the European Union (pp. 25-42). Lisbon: Ministério da Educação.
  • Gleeson, J., O’Flaherty, J., Galvin, T. & Hennessy, J. (2015). Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change. Teachers and Teaching, 21(4), 437-458.
  • Gonzalez, J. & Wagenaar R. (2003). Tuning educational structures in Europe – Final Report/Phase One. Bilbao: Universidad de Deusto.
  • Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lipka & T. M. Brinthaupt (eds.), The role of self in teacher development (pp. 189-224). Albany, NY: State University of New York Press.
  • Lessard, C. (2012). Controverses éducatives et réflexivité: quand-à-soi personel ou professionnalisation?. In M. Tardif, C. Borges & A. Mallo (eds.), Le virage réflexif en education: oú en sommes-nous 30 ans après Schön? (pp. 123-141). Brussels: Éditions De Boeck.
  • McKernan, J. (1992). Action research as the basis for teaching, learning and professional development. In C. Bruce & A. Russell (eds.), Transforming tomorrow today: proceedings of the second world congress on action learning. Brisbane: University of Queensland
  • Pajares, M. (1992). Teachers' beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62 (3) 361-369.
  • Perrenoud, P. et al. (2008). Conflits de savoirs en formation des enseignants. Brussels: Éditions De Boeck.
  • Pomeroy, D. (1993). Belief into practice: An exploration of linkage between elementary teacher’s beliefs about the nature of science and their classroom practice. Michigan: U.M.I. Dissertation Services.
  • Popkewitz, T. (2010). The Limits of Teacher Education Reforms: School Subjects, Alchemies, and an Alternative Possibility. Journal of Teacher Education, 61(5), 413-421.
  • Riopel, M.-C. & Gervais, C. (2008). Construire un rapport à la formation par narration d’expériences. In P. Perrenoud, M. Altet, C. Lessard & L. Paquay (eds.), Conflits de savoirs en formation dês enseignants (pp. 185-198). Brussels: Éditions De Boeck.
  • Schön, D. (1983). The Reflective Practioner. New York: Basic Books.
  • Schön, D. (1987). Educating the Reflective Practioner. San Francisco: Jossey-Bass.
  • Schön, D. (1992). Formar Professores como Profissionais Reflexivos. In A. Nóvoa (eds.), Os professores e a sua Formação (pp. 72-92). Lisbon: Dom Quixote.
  • Sousa, C. P. (2011). The teacher’s work. In M. Chaib, B. Danermark & S. Selander (eds.), Education, professionalization and social representations: on the transformation of social knowledge (pp. 68-74). London: Routledge.
  • Stenberg, K. (2010). Identity work as a tool for promoting the professional development of student teachers. Reflective Practice, 11(3), 331-346.
  • Stenberg, K., Karlsson, L., Pitkaniemi, H. & Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, 37(2), 204-219.
  • Tam, A. (2015). The role of a professional learning community in teacher change: a perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43.
  • Tutiaux-Guillon, N. (2008). Interpréter la stabilité d’une discipline scolaire: l’histoire-géographie dans le secondaire français. In F. Audigier & N. Tutiaux-Guillon (eds) Compétences et contenus: les curriculums en questions (pp. 117-146). Brussels: Éditions De Boeck.
  • Usher, R., Bryant, I. & Johnston, R. (1997). Adult education and the postmodern challenge: learning beyond the limits. London: Routledge.
Yıl 2015, Cilt: 5 Sayı: 3, 293 - 315, 31.12.2015

Öz

Kaynakça

  • Alexandre, F. (1995). Ciência académica e saber do professor: representações de ciência e do seu ensino na educação geográfica. Monte da Caparica: Universidade Nova de Lisboa.
  • Alexandre, F. (2009). Epistemological awareness and geographical education in Portugal: the practice of newly qualified teachers. International Research in Geographical and Environmental Education, 18(4), 253-259.
  • Alexandre, F. (2013). Formação reflexiva de professores e cidadania: contributo para o estudo das práticas de formação inicial de professores de geografia. Lisbon: Universidade Aberta.
  • Altet, M. (2008). Raport à la formation, à la pratique, aux savoirs et reconfiguration des savoirs professionnels par les stagiaires. In P. Perrenoud, M. Altet, C. Lessard & L. Paquay (eds.), Conflits de savoirs en formation dês enseignants (pp. 91-105). Brussels: Éditions De Boeck. Amobi, F. (2003). Finding and speaking their own voices: using an online survey to elicit pre-service teachers’ reflectivity about educational beliefs. Reflective Practice, 4(3), 345-360.
  • Anspal, T., Eisenschmidt, E. & Löfström, E. (2012). Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives. Teachers and Teaching, 18(2), 197-216.
  • Barnett, B. & O’Mahony, G. (2006). Developing a culture of reflection: implications for school improvement. Reflective Practice, 7(4), 499-523.
  • Bean, T. & Stevens, L. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205-218.
  • Braga, C., Dias, A., Formosinho, J., Ruivo, J., Pereira, J. & Tavares, J. (1988). A situação do professor em Portugal. Análise Social, XXIV(103-104), 1187-1293.
  • Brooks, C. (2006). Geographical Knowledge and Teaching Geography. International Research in Geographical and Environmental Education, 15(4), 353-369.
  • Brooks, C. (2011). Geographical knowledge and professional development. In Graham Butt (eds.), Geography, education and the future (pp. 165-180). London: Continuum.
  • Bruce, C. & Russell, A. (1992). Transforming tomorrow today: proceedings of the second world congress on action learning. Brisbane: University of Queensland
  • Bukor, E. (2015). Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves. Teachers and Teaching, 21(3), 305-327.
  • Campos, B. (2000). Teacher education policies in Portugal. In B. Campos (eds.), Teacher education policies in the European Union (pp. 225-242). Lisbon: Ministério da Educação.
  • Canário, R. (2001). Formação inicial de professors: que futuro? Síntese dos relatórios de avaliação dos cursos para o 3.º ciclo do ensino básico e ensino secundário. Lisbon: INAFOP.
  • Clarke, M. & Drudy, S. (2006). Teaching for diversity, social justice and global awareness. European Journal of Teacher Education, 29(3), 371-386. Cox, E. (2005). Adult learners learning from experience: using a reflective practice model to support work-based learning. Reflective Practice, 6(4), 459-472.
  • Desjardins, J. & Hensler, H. (2009). À la recherché d’une coherence dans les programmes de formation à l’enseignement. In Richard Etienne et al. (eds.). L’université peut-elle vraiment former les enseignants? (pp. 145-159). Brussels: Éditions De Boeck.
  • Delandshere, G. & Petrosky, A. (2004). Political rationales and ideological stances of the standards-based reform of teacher education in the US. Teaching and Teacher Education, 20(1), 1-15.
  • Dolan, A., Waldron, F., Pike, S. & Greenwood, R. (2014). Student teachers’ reflections on prior experiences of learning geography. International Research in Geographical and Environmental Education, 23(4), 314-330.
  • Etienne, R. et al. (2009). L’université peut-elle vraiment former les enseignants?. Brussels: Éditions De Boeck.
  • Formosinho, J. (2000). Teacher education in Portugal. Teacher training and teacher professionality. In B. Campos (eds.), Teacher education policies in the European Union (pp. 25-42). Lisbon: Ministério da Educação.
  • Gleeson, J., O’Flaherty, J., Galvin, T. & Hennessy, J. (2015). Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change. Teachers and Teaching, 21(4), 437-458.
  • Gonzalez, J. & Wagenaar R. (2003). Tuning educational structures in Europe – Final Report/Phase One. Bilbao: Universidad de Deusto.
  • Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lipka & T. M. Brinthaupt (eds.), The role of self in teacher development (pp. 189-224). Albany, NY: State University of New York Press.
  • Lessard, C. (2012). Controverses éducatives et réflexivité: quand-à-soi personel ou professionnalisation?. In M. Tardif, C. Borges & A. Mallo (eds.), Le virage réflexif en education: oú en sommes-nous 30 ans après Schön? (pp. 123-141). Brussels: Éditions De Boeck.
  • McKernan, J. (1992). Action research as the basis for teaching, learning and professional development. In C. Bruce & A. Russell (eds.), Transforming tomorrow today: proceedings of the second world congress on action learning. Brisbane: University of Queensland
  • Pajares, M. (1992). Teachers' beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62 (3) 361-369.
  • Perrenoud, P. et al. (2008). Conflits de savoirs en formation des enseignants. Brussels: Éditions De Boeck.
  • Pomeroy, D. (1993). Belief into practice: An exploration of linkage between elementary teacher’s beliefs about the nature of science and their classroom practice. Michigan: U.M.I. Dissertation Services.
  • Popkewitz, T. (2010). The Limits of Teacher Education Reforms: School Subjects, Alchemies, and an Alternative Possibility. Journal of Teacher Education, 61(5), 413-421.
  • Riopel, M.-C. & Gervais, C. (2008). Construire un rapport à la formation par narration d’expériences. In P. Perrenoud, M. Altet, C. Lessard & L. Paquay (eds.), Conflits de savoirs en formation dês enseignants (pp. 185-198). Brussels: Éditions De Boeck.
  • Schön, D. (1983). The Reflective Practioner. New York: Basic Books.
  • Schön, D. (1987). Educating the Reflective Practioner. San Francisco: Jossey-Bass.
  • Schön, D. (1992). Formar Professores como Profissionais Reflexivos. In A. Nóvoa (eds.), Os professores e a sua Formação (pp. 72-92). Lisbon: Dom Quixote.
  • Sousa, C. P. (2011). The teacher’s work. In M. Chaib, B. Danermark & S. Selander (eds.), Education, professionalization and social representations: on the transformation of social knowledge (pp. 68-74). London: Routledge.
  • Stenberg, K. (2010). Identity work as a tool for promoting the professional development of student teachers. Reflective Practice, 11(3), 331-346.
  • Stenberg, K., Karlsson, L., Pitkaniemi, H. & Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, 37(2), 204-219.
  • Tam, A. (2015). The role of a professional learning community in teacher change: a perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43.
  • Tutiaux-Guillon, N. (2008). Interpréter la stabilité d’une discipline scolaire: l’histoire-géographie dans le secondaire français. In F. Audigier & N. Tutiaux-Guillon (eds) Compétences et contenus: les curriculums en questions (pp. 117-146). Brussels: Éditions De Boeck.
  • Usher, R., Bryant, I. & Johnston, R. (1997). Adult education and the postmodern challenge: learning beyond the limits. London: Routledge.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fernando Alexandre Bu kişi benim

Manuela Malheiro Ferreıra Bu kişi benim

Yayımlanma Tarihi 31 Aralık 2015
Gönderilme Tarihi 24 Ocak 2015
Kabul Tarihi 13 Ekim 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 5 Sayı: 3

Kaynak Göster

APA Alexandre, F., & Ferreıra, M. M. (2015). The “Universitisation” of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses. Review of International Geographical Education Online, 5(3), 293-315.
AMA Alexandre F, Ferreıra MM. The “Universitisation” of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses. Review of International Geographical Education Online. Aralık 2015;5(3):293-315.
Chicago Alexandre, Fernando, ve Manuela Malheiro Ferreıra. “The ‘Universitisation’ of Geography Teacher Training in Portugal: Reflecting on Its Results and Weaknesses”. Review of International Geographical Education Online 5, sy. 3 (Aralık 2015): 293-315.
EndNote Alexandre F, Ferreıra MM (01 Aralık 2015) The “Universitisation” of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses. Review of International Geographical Education Online 5 3 293–315.
IEEE F. Alexandre ve M. M. Ferreıra, “The ‘Universitisation’ of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses”, Review of International Geographical Education Online, c. 5, sy. 3, ss. 293–315, 2015.
ISNAD Alexandre, Fernando - Ferreıra, Manuela Malheiro. “The ‘Universitisation’ of Geography Teacher Training in Portugal: Reflecting on Its Results and Weaknesses”. Review of International Geographical Education Online 5/3 (Aralık 2015), 293-315.
JAMA Alexandre F, Ferreıra MM. The “Universitisation” of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses. Review of International Geographical Education Online. 2015;5:293–315.
MLA Alexandre, Fernando ve Manuela Malheiro Ferreıra. “The ‘Universitisation’ of Geography Teacher Training in Portugal: Reflecting on Its Results and Weaknesses”. Review of International Geographical Education Online, c. 5, sy. 3, 2015, ss. 293-15.
Vancouver Alexandre F, Ferreıra MM. The “Universitisation” of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses. Review of International Geographical Education Online. 2015;5(3):293-315.