The challenges of integrating the discussion of controversial issues in initial teacher training

Linhares, Elisabete; Reis, Pedro

http://hdl.handle.net/10400.15/1599

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Authors

Linhares, Elisabete

Reis, Pedro

Abstract(s)

In the framework of the Bologna process, and with regard to pre-service teacher education, it is necessary to model student-centred learning experiences in order to promote the required competences for future professional practice and critical participation in society. Despite the potential of discussion in promoting several competences, this methodology does not always integrate the teaching practices. This case study sought to: a) understand the experiences and views of future teachers from a School of Education on the use of discussion in their past education; and b) investigate the impact of an educational experience centred on discussion. Data were collected through narratives, questionnaires, interviews and participant observation. The learning situations experienced through this study contributed to the development of citizens more aware of their role in society and allowed the promotion of skills indispensable for an Elementary Education teacher.

Keywords

Bologna process initial teacher education discussion science education

URI

http://hdl.handle.net/10400.15/1599

Citation

Linhares, E., & Reis, P. (2016). The challenges of integrating the discussion of controversial issues in initial teacher training. Revista Electrónica Interuniversitaria de Formación del Profesorado, 19(2), 75-87.Disponível em http://revistas.um.es/reifop/issue/view/14611/showToc.