Teacher development changing processes: Analysis of a curriculum innovation proposal in initial teacher education courses

Abstract

The recurring complaint that the initial training has not offered appropriate responses to the new demands of teachers’ work in contemporary society incites the review of curricula that aims at these professionals’ development. In this context, the present study focuses on the critical analysis of an alternative curriculum organization developed in undergraduate courses at a Brazilian public university. The chosen guiding question was to investigate to what extent the proposal that has been implemented in such courses brings indicators to curriculum innovation in initial teacher development. The methodological approach adopted was the qualitative research. The data was obtained primarily through documental analysis. Data analysis comprised three steps: pre-analysis; exploitation of the material; data analysis and interpretation. The data indicates that the curriculum reform in progress manifests itself in changing movements in a set of core and relevant elements such as curriculum design and organization, teaching knowledge, models for teacher development, practical activities/ training and teaching-learning methodology.