Formando professores reflexivos através da investigação no estágio

The present chapter presents a study focused on a practicum model that seeks to promote reflective teacher development through articulating research and teaching. A set of practicum reports written by language student teachers was analysed so as to understand whether they illustrate reflective professional development towards more democratic education. Results indicate that articulating research and teaching in the practicum promotes learner-centred reflective practices and leads student teachers to understand and challenge dominant language teaching cultures. Shortcomings were identified regarding explicit research knowledge, data triangulation in the analysis of practice, and reflection on training/ supervision and research processes. It is argued that the development of a praxeological epistemology in pre-service teacher education will counteract a positivist tradition based on technical rationality, requiring profound changes in teacher education cultures.