Formation of teachers in, child education: elements being a teacher.

Abstract

This paper is derived from the Master's thesis "Teaching Practice in Early Childhood Education: theoretical and methodological conceptions in the Municipality of José de Freitas-PI". This piece aims to understand how the theoretical and practical contributions of training helps the in development of the practice of a teacher. This argument stems from the following question: how does the formation of teachers who work in Early Childhood Education in the municipality of José de Freitas-PI occur? The theoretical framework is based on authors who work with teacher training, with emphasis on the works of Imbernón (2002, 2006, 2010), Day (2001) and Perrenoud (2001). For the processes of data collection and analysis we opted for a narrative method of research, making use of the Memorial document and of Conversations Circles. The results showed that the teachers have knowledge about their theoretical and methodological conceptions of teaching practice in Early Childhood Education and that these conceptions are transformed through the critical thinking established as consequence of the formative spaces that favor elements that involve different knowledge, skills and competences in being a teacher. This study points out that teachers in this stage of education need to mobilize and assert their needs for better performance.

Keywords

• formação. educação infantil. ser professor.