POR UMA AMPLIAÇÃO DA COMPREENSÃO SOBRE O TRABALHO DOCENTE NA FORMAÇÃO INICIAL: UMA PROPOSTA DE ADAPTAÇÃO DA INSTRUÇÃO AO SÓSIA

Abstract

This paper presents part of a doctoral dissertation in which an adaptation of the procedure “Instruction to the Double” (CLOT, 2007, 2008) was proposed in a context of teacher education aiming at investigating the use of such a methodology as discourse practice that could foster the construction of representations about teachers’ work, thus contributing to the teacher’s reflection and development. We analysed twelve (12) written texts, generated in three (03) Instruction to the Double interviews, in which the participants were: the researcher, four (04) undergraduate students – in their practicum period - and three (03) English language teachers. Two (02) of these teachers were schoolteachers and the third one was one of the undergraduate students participating in this study who already had some practical experience as a teacher. The participants produced their reflective texts (proposed in the doctoral research) and written comment (established by the method) based on the transcriptions of the interviews. By adapting the Instruction to the Double method to a teacher education context, we intend to give student-teachers an opportunity to have contact with practice analysis, as proposed by the Work Sciences, suggesting it could be a component in the syllabus. The analysis of the texts shows the reconfiguration of the student-teachers’ representations on the educational activity and the appropriation of different aspects related to the métier, indicating that the Instruction to the Double could foster interpretation, evaluation and positioning of student-teachers regarding teacher’s work, which could lead to development.

KEYWORDS: Teacher’s work. Teacher education. Instruction to the double. Professional development.