AREA OF PROFESSIONAL EXPERIENCE STUDENTS-TEACHERS IN A COURSE PEDAGOGY

Abstract

This work addresses how students-teachers and teacher-educators perceive the direction and scope for reports of professional experiences of such students in a course of education in view of the explanation of convergences and divergences between different interviewees. We seek to understand whether there are fundamental sources of tension between theory and practice within the training if there is space in the subjects for discussions about the experiences of students, teachers and whether such experiences are utilized as material for teaching and learning of the teaching profession. The results reveal some nuances and intensity of the mismatch between theories and approaches experiences for students who already work in Basic Education. It is evident how the theories ofclasses in pedagogy and professional practice, disassociated from their production, remains a low level of articulation.