Register of practices and teacher training: reflection, memory and authorship

Abstract

This article aims at analyzing the contribution of the register of practices in the process of inservice training and teacher development. It is organized in three parts: first, we elucidateconcepts of different authors about our object (FREIRE, 1996; GUARNIERI, 2001; SÁ-CHAVES, 2004, WARSCHAUER, 1993, 2001; ZABALZA, 1994, 2004), in the second part, we analyze some register of practices produced by a professor of early childhood education, seeking to highlight elements that indicate the relationship between register, reflection and training; inthe end, we indicate the need to move the register as individual attitude to the register as a collective process, as suggested by the perspective of pedagogical documentation describedin Italian literature (BALSAMO, 1998; BENZONI, 2001; BORGHI, APOSTOLI, 2001; GANDINI, GOLDHABER, 2002). The register of practices can contribute to the processes of professional and organizational development, in a reflective school (ALARCÃO, 2002, 2003) and trulypublic because it makes visible to society by documentation of the experiences that teachersand children build together (MALAGUZZI, 1999).

Keywords

• Register of practices
• Pedagogical documentation
• Teacher training
• Professional development