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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Teacher Education Experiences: What Can We Learn From Brazil, Portugal, and the USA?
Author(s)
Graziela Giusti Pachane
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DOI:10.17265/2161-623X/2017.02.004
Affiliation(s)
Universidade Federal do Triângulo Mineiro (UFTM), Uberaba, Brazil
ABSTRACT
This work is part of a
project whose objective is to study curricular changes in teacher training
programs from a comparative approach. We studied the curriculum of three
universities (Harvard University, University of Minho, and
Universidade Federal do Triângulo Mineiro [UFTM]) from three
different countries (USA, Portugal, and Brazil) in the last two decades. To
achieve the goals, in addition to literature review and document analysis, we
visited the universities, made observations, and interviewed teachers and
students. We used content analysis and comparative education methodologies to
analyze data. Results highlighted that: 1. Practice-centered program prevails
in American education; 2. A praxis-focused approach is emphasized in Portugal;
and 3. There is a pursuit of a historical-critical guidance in Brazil (mainly
revealed in teachers’ discourses) with strong multicultural trend in current
curricular policies. The findings helped us to understand how those three
universities make links between theory and practice in the training of their
teachers, and drew attention to Harvard Teachers Fellows (HTF) Program for its
school practice immersion since the very beginning of the program. Studying
those experiences from a comparative point of view can help curriculum
planners, higher education managers, and policy-makers devoted to the field of teacher
education to develop courses/programs that are neither excessively pragmatic,
nor idealized and detached from school routine.
KEYWORDS
teacher education, educational policy, curriculum, higher education
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