How do teaching practices define us as teacher educators? Evidence of learning in the training process

Abstract

The present study aims to share with our peers two moments of our teaching practice, with an emphasis placed on our educational practices, seeking understanding and reflection on the evidence of learning found in this process. In this sense, the objective of this study is to analyze the dialogical process of teacher education, based on reports of formative experiences and teaching practices, with the aim of enhancing new methodologies, aiming to enrich the teaching-learning process. The methodology proposed for this analysis is qualitative in nature, focusing on a bibliographical review research of an analytical and exploratory nature, reports of experiences and practices carried out in different contexts, and the analysis of the results of the activities described and experienced. To this end, our practices will be presented in two distinct moments and contexts. Thus, we aim to establish a dialogue about teaching practices and the on going professional development of teachers, bringing forth to seek an understanding of the moment when we become teacher trainers. We understand that the reflection-action-reflection process must be a constant in our activities.