Publicação: Teaching as a profession: The portfolio as a teacher education device and policy during supervised internship in physical education
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Arizona State Univ, Mary Lou Fulton Teachers Coll
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Resumo
The goal of this article is to analyze if the portfolio in teacher education policies and in the Supervised Internship (SI) in Physical Education (PE) constitutes a formative device and to contributes to the professionalization of teaching. This qualitative, documentary research used content analysis of Curriculum Guidelines for Teacher Education and 12 portfolios produced by PE interns from a public university in Brazil. The results integrate narratives of the interns' portfolios, identified by axes: diagnostic evaluation and teaching learning. Policies are interpreted with attention to the portfolio that was treated as a technical artifact of controlled rational activity (tensioning the notion of professionalization). We concluded that the use of portfolios expanded and differed from that foreseen by the literature and the current teacher education policy. Portfolio in SI in PE emerges as a possible open and flexible training device, which is consistent with the professionalization of teaching.
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Teacher Education, Teaching Professionalization, Supervised Internship Programs, Educational Policy, Portfolio
Idioma
Português
Como citar
Education Policy Analysis Archives. Phoenix: Arizona State Univ, Mary Lou Fulton Teachers Coll, v. 29, p. 1-32, 2021.
