Self-confrontation and teacher education
Dialogues and contributions
DOI:
https://doi.org/10.46230/2674-8266-13-5473Keywords:
Self-confrontation, Work analysis, Teacher educationAbstract
This interview, granted by the linguist and work analyst Daniel Faïta, aimed to generate a dialogue about the use of the theoretical and methodological framework of self-confrontation in recent research on teacher education. The discussion starts from studies and interventions carried out in France, within the scope of work analysis, which gave rise to the mentioned framework in the late 1980s (FAÏTA, 1989). The self-confrontational process, strongly based on Bakhtinian dialogism and intended, according to Clot and Faïta (2000), to create favorable conditions for the analysis and transformation of professional activity - as we found in the interview - has contributed to raise a dialogic-interactive movement that leads the subjects involved in the process to understand the teacher's work and, consequently, to collaborate for an improvement in the field of teacher education.
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Copyright (c) 2021 Elisandra Maria Magalhães, Daniel Faïta
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