The study of strategies for the continuing education of teachers

Abstract

The goal of the study was verify whether daily practice of a teacher in classroom, mediated by provocative questions with a broader understanding of the teaching-learning situation, affects the thinking and the reporting of the teacher's actions. Based on the analysis of the interactive episodes between researcher and subject, and concerning the topic of group activity, it was possible to identify methodological strategies that proved themselves useful in proposal for continuing education. The results indicate that the adopted reflective intervention was effective, acting as a guide for reflection on the teaching-learning process and about teacher-student relation, identifying what teaching-researching is.