Sobre a investigação nos programas de formação inicial de professores: casos em Portugal e Inglaterra

Awareness regarding the importance of initial education has grown in recent years and education through research appears as a dimension to be invested considering the improvement of the quality of training and education. It is also known that national contexts have an impact on the way initial teacher education is structured and therefore on the way research is valued. The aim of his paper is to describe and discuss the relationship established between teaching and research on initial teacher education in two courses, in institutions with distinct characteristics and in two different countries – Portugal and England. Data were collected with students and educators from both courses through individual and group interviews, and through focused discussion groups. The results allow us to conclude that the value attributed to research varies from country to country and from institution to institution. The Portuguese data suggest a perspective of research closer to academic research and those of England a perspective of research more associated with practice. In both cases, there are concerns about the technical view of being a teacher and about the late appearance of research in the FIP programs.