Resumo

TALLAFERRO, Dilia. Training for thoughtful practice in professional teacher training. Educere [online]. 2006, vol.10, n.33, pp.269-273. ISSN 1316-4910.

In teaching thought and discourse there is a deeply rooted idea: the disconnection between pedagogical theory and practice. In teacher training this belief is recurring, expressed too frequently and directly by students in the classroom, practicing teachers express it even more vehemently. Traditionally, and even to this day, within the university classrooms, theory training has been emphasized, assuming that it is enough for student to apply this knowledge without further exploration once they take on the educational reality. This supposes taking away merit from both theory and practice; it happens even in the professional teacher training undertaken by students, even though this is the ideal space to understand that each one is an expression of the other and they are complimentary. Faced with this tradition, thoughtful education is the way that makes the relationship between theory and practice understandable, and that in that relation practical and theoretical knowledge are created, the training in a thought -process that leads towards the analysis of the theoretical bases and their relevance, towards the revision of personal conceptions on education, the coherence with that which is meant to be put into practice and that which actually gets done. It is about emphasizing the commitment to training critical, responsible, thoughtful, and ethical teachers who are able to create pedagogical knowledge.

Palavras-chave : pedagogical theory and practice; teacher training; professional teacher training; reflection.