Initial Teacher Education after the Bologna Process: Possibilities and Challenges for a Renewed Scholarship of Teaching and Learning

Autor/inn/en	Pires Pereira, Íris Susana; Fernandes, Eva Lopes; Braga, Ana Cristina; Flores, Maria Assunção
Titel	Initial Teacher Education after the Bologna Process: Possibilities and Challenges for a Renewed Scholarship of Teaching and Learning
Quelle	In: European Journal of Teacher Education, 46 (2023) 1, S.6-34 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pires Pereira, Íris Susana) ORCID (Fernandes, Eva Lopes) ORCID (Braga, Ana Cristina) ORCID (Flores, Maria Assunção)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1867977
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Teaching Methods; Learning Processes; Preservice Teachers; International Cooperation; Educational Cooperation; Student Mobility; Study Abroad; Learning Experience; Student Attitudes; Pedagogical Content Knowledge; Self Concept; Professional Identity; Foreign Countries; Reflection; Educational Practices; Epistemology; Reflective Teaching; Portugal + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Lernerfahrung; Schülerverhalten; Pädagogische Kompetenz; Selbstkonzept; Ausland; Bildungspraxis; Erkenntnistheorie
Abstract	We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionnaire focusing on their perceptions about their learning and the learning experience. The results of the quantitative and qualitative analysis of the collected data reveal positive and critical perceptions about the construction of PCK and agentic identities, evidencing the role of curricular analysis, rehearsed practice, reflection and assessment in the learning process. The final discussion, which highlights the possibilities and challenges of the strategy, aims to contribute to the construction of the Scholarship of Teaching and Learning of pre-service teachers after the Bologna Process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01