Profissionalização e saberes docentes na perspectiva da formação de professores de língua espanhola

Abstract

The process of training and professionalization of teachers consists of several stages and can never be given as finished, since it involves the construction, acquisition and sharing of knowledge throughout the teacher’s professional career. In the case of foreign language teachers, their training should also be considered permanent, since these professionals need to improve and broaden their skills and necessary knowledge for teaching, with the understanding that there are no infallible, definitive and capable models to deal with all the specificities of their pedagogical practice. In this sense, this article is intended to present and discuss, through the analysis of the Spanish Language teaching supervised practice reports, issues related to the training of foreign language teachers and the professionalization of the teaching career, especially with regard to the knowledge related to teacher training (TARDIF, 2005). In addition, some considerations about teaching knowledge and their relevance to the understanding of the teacher training process are presented. As a theoretical contribution to this work, we highlight Tardif (2005), Pimenta; Lima (2012), Silva (2014) and Leffa (2001). The main results of the research indicate that the supervised stage is still a fundamental element in the construction of the relationship between theory and practice.