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Teacher Learning in the Workplace in Pre-service Teacher Education in Portugal: Potential and Limits from a Pre-service Teacher Perspective

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Workplace Learning in Teacher Education

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 10))

Abstract

This chapter examines teacher learning in the workplace within the context of pre-service teacher education in Portugal under the new legal framework resulting from the implementation of the Bologna process. Drawing upon a broader piece of research, it focuses on pre-service teachers’ perspectives on their learning and sense of preparedness to enter the teaching profession. Data was collected through questionnaires and written narratives. Findings suggest the importance of practicum as a key component of the curriculum of pre-service teacher education for developing professional knowledge and competencies. However, some critical issues emerged, such as the length of practicum, the quality of supervision, the support received and the lack of articulation amongst the different components of the curriculum. The chapter concludes with implications for teacher education and teacher educators in order to overcome the limitations of the model and enhance its potential.

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Notes

  1. 1.

    The Pedagogical Innovation Group was created in 2010 under the support of the Dean of the Institute of Education to promote reflection and professional development opportunities for staff in our institution. Amongst its initiatives is the development of the study group to reflect on teacher education in our institution.

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Author information

Authors and Affiliations

  1. Institute of Education, University of Minho, Campus de Gualtar, Braga, Portugal

    Prof. Maria Assunção Flores

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  1. Prof. Maria Assunção Flores
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Correspondence to Maria Assunção Flores .

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Editors and Affiliations

  1. School of Education, University of Manchester, Manchester, United Kingdom

    Olwen McNamara

  2. Cass School of Education and Communities, University of East London, London, United Kingdom

    Jean Murray

  3. Ed. Research & Evaluaton Serv. (CERES), Liverpool John Moores University, Liverpool, United Kingdom

    Marion Jones

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Flores, M. (2014). Teacher Learning in the Workplace in Pre-service Teacher Education in Portugal: Potential and Limits from a Pre-service Teacher Perspective. In: McNamara, O., Murray, J., Jones, M. (eds) Workplace Learning in Teacher Education. Professional Learning and Development in Schools and Higher Education, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7826-9_14

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