RESEARCH-TRAINING-ACTION PROCESSES: IMPLICATIONS ON THE TRAINING OF TEACHERS WHO TEACH IN THE EARLY YEARS

Abstract

This study discusses a training experience in the context of the early years, based on action research (AR) practices, mobilized in a research group made up of four teachers who teach science and an assistant teacher researcher. The question then arises as to what possible contributions to professional development (PD) were fostered in the experience. In order to answer this question, the latent problems in the teachers’ practices were identified, and strategies were developed to intervene in their actions, with the aim of analyzing the implications of this movement for PD. The research was based on qualitative methodology (André, 2008), from the perspective of AI (Carr e Kemmis, 1998) and the data was processed using Textual Discourse Analysis (Moraes e Galiazzi, 2007). It emerged that exposure to AI enabled the development of formative principles such as: problematizing action; adopting new teaching approaches and fostering a collaborative culture when researching one’s own practice.