Abstract

ANDRE, Marli. Study cases reveal socio-pedagogical consequences of a teacher development program . Rev. Lusófona de Educação [online]. 2005, n.6, pp.93-115. ISSN 1645-7250.

This paper aims to show the capacity of case studies to evidence changes in school contexts and in the concepts and practices of teachers who have taken part in PROFORMAÇÃO - a program for the development of teachers who are effectively teaching. The first part of the paper briefly describes the teacher development program, which aims at certifying untrained teachers working in the northern, north-eastern and centre-western areas of the country. In the second part the methodological procedures will be presented which were used in the development of six case studies, which included visits to the trainees’ classrooms, interviews, analyses of memoirs and the application of assessment tests. The third part discusses the main results of the assessment study: changes in the teachers’ pedagogical concepts and practices, improvement in their writing skills, in their self-esteem and in their perception of the local cultures with positive results in the local policies and the school contexts.

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