O modelo de reflexão - na - ação de Donald Schön na formação inicial de professores em anais completos do colóquio internacional de educação e contemporaneidade (Educon) em Sergipe Brasil

Abstract

The present paper analyzes twelve research papers on teacher education which were published in the last three years at Coloquio Internacional de Educacao e Contemporaneidade (EDUCON) (i.e. International Colloquium, on Education and Contemporary) which had a direct or indirect connection with the Donald Schon’s reflection-in-action model (2000). The main objective was to identify the use of “reflexive professional” as a term, the manner it was being discussed and if the reflection-in-action model was cited in the works published in the annals of EDUCON. Content analysis was the central methodology of the research. It was noted that most of the studies acknowledge the need of reviewing the initial teacher training, although the mentioned initial training still needs to incorporate the reflexive model. Most of the publications investigated here deal with the continuing education, even though they lack a broad critique about the process of reflection in undergraduate courses.