Abstract
Currently the importance of teacher training emerges as a central theme in Brazilian educational scenario. With the aim of understanding one of the vertices that make up the complex kaleidoscope of a teacher's training path, this research presents the impact of teaching practices throughout two undergraduate courses – in Languages/Literature and Mathematics. To accomplish this aim, a questionnaire answered by the forementioned courses graduates was developed, generating data used to analyze the professional development process of the pre-service teachers in accordance with the notion of Zone of Proximal Teaching Development (WARFORD, 2011). This concept was developed from Vygotsky's Zone of Proximal Development (ZPD), which states that the construction of a future teacher takes place in and through interaction – taking place concretely in the performance of the pre-service teachers in their practical activities. In a qualitative analysis of the data, discursive elements that indicate linguistic clues were observed, allowing us to infer how teaching practices contributed to the development of the participants' teaching. The main results pointed out specific differences and similarities in teacher training in each area; however, it is indisputable that teaching practices and supervised internships are of central importance in the training of teachers in both courses. Future perspectives aim to contribute to the improvement of undergraduate teaching courses, with the aim of effectively impacting the qualifications of future teachers.
Author Information
Rafaela Fetzner Drey, Instituto Federal de Educação, Ciência e Tecnologia–Campus Osório, Brazil
Paper Information
Conference: BCE2024
Stream: Professional Training
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Drey R. (2025) The Importance of Practice in Pre-service Teachers’ Development: An Analysis From Zone of Proximal Teacher Development (ZPTD) Perspective ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 665-673) https://doi.org/10.22492/issn.2435-9467.2024.58
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.58
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