O portefólio reflexivo na formação inicial de docentes

: uma visão triangular

Abstract

The main objective of this research is to study the use of the reflexive portfolio in initial teacher training, inquiring, among them, how the portfolio is conceived as a potentiating tool for learning and professional development. From a review of the literature on teaching profession; pedagogical supervision; portfolio, reflexivity and teacher professional development and with the collection of empirical data, it was intended, through this case study, to develop a work that would allow us to understand some views about the use of the reflexive portfolio in initial teacher education: teachers in initial training point of view, inexperienced in the use of the portfolio; the perspective of teachers who, no longer being in an initial training process, used this tool in this phase of their training and, finally, the approach of the supervisors of the pedagogical practice in initial training context. With this research, it is possible to conclude that the use of the reflexive portfolio can effectively respond to the need to implement dynamic professional development to encourage the creation of true professional learning communities (Bolívar, 2012) that promote a systematic reflection on teaching practices with visible improvements in the learning of all the elements that are part of it. However, it is not possible to ignore that the relation between theory and practice is assumed, often as a non-immediate connection, since it is influenced by a number of individual order constraints, and even organizational policy. For this reason, professional practice does not always correspond to the guidelines of the academic processes of teachers.

Date of Award	2015
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Ilídia Cabral (Supervisor)