Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course

Abstract

The aim of this work is to investigate the understanding of teacher educators from a Language Arts undergraduate course about practice as a curricular component, and how it, in their view, is implemented in their classrooms. A questionnaire, with open questions, answered by those educators, was used for data collection. Results show a progress as the professors acknowledge the importance and the necessity to work with this component since the beginning of the course. However, examples of the possibility to start from practice to raise questions to be theorized or examples of a collaborative work with the context of basic education were not observed. Thus, it was considered the importance of the notion of “didactic transposition” for the work with practice as a curricular component as well as the relevance of collective actions among educators for a greater involvement and commitment with the pre-service teacher education.