Casos de ensino: usos e possibilidades na formação de professores iniciantes

Abstract

This research aims, from the analysis of the literature, to investigate the contributions of teaching cases as an education strategy for beginning teachers. More specifically, it seeks to identify what the literature signals about teaching cases with beginning teachers; analyze how teaching cases can assist in the formation of beginning teachers; and develop a collection of teaching cases for use in training processes for beginning teachers. Among the authors who supported the research, the following stand out: André (2011); Canário (1998, 2003, 2005, 2007); Marcelo and Vaillant (2017); Merseth (1990, 1996); Mizukami (2000); Nono (2001, 2005); Nóvoa (2017); J.H Shulman (2002); L. Shulman (1986, 1992); Tardif (2011). To this end, a bibliographic search with a qualitative approach was carried out in the CAPES thesis and dissertations catalog, with the descriptor ―teaching cases‖ and resulted in a total of 94 researches from 2001 to 2019. After that, it was necessary to establish as a criterion of selection, the works that had the teaching cases with beginning teachers, to select the researches that would be analyzed in full. From the preliminary analysis, only three surveys met the descriptors and were analyzed in full. The results showed that teaching cases have great potential in the formation of beginning teachers, since they allow the teacher to reflect on their practices through reports from other professional colleagues or when he is the author of his case. It also showed that studies on teaching cases with beginning teachers are still incipient, notably related to processes from the perspective of teacher induction and that it is difficult to find cases in Brazilian literature. In this way, it is proposed as the final product of this work a collection containing ten teaching cases addressing different themes that surround the experiences, the work and the teaching of beginning teachers, with a view to contributing with education, reception, monitoring and improvement of teaching practice in the early years of their career.