Aprendizagem da docência na perspectiva do professor reflexivo

Abstract

This article aims to carry out a literature review on learning to teach from the perspective of the reflective teacher. The main question guiding the research was: what does research over the last five years show about learning to teach from the perspective of reflective teachers? We sought to investigate the state of academic production on the subject on two research platforms, the first being the Brazilian Digital Library of Theses and Dissertations (BDTD) and the second the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes). For the time frame, we cataloged the material available between 2017 and 2021. The methodological characteristics are listed in the qualitative approach, through a spiral of analysis (Creswell, 2014). The collected data was analyzed in three stages: 1) data organization, 2) categorization and 3) interpretation and representation. The results of the research revealed four categories that make us reflect on the reflective teacher: innovative professional in teaching and learning; professional with interdisciplinary knowledge; creative, flexible and confident professional. Thus, this study makes important contributions to the scientific and academic field, since it provides the socialization of new information on the studies of basic education teacher training in the reflective teacher trend, as well as presenting an overview of the research developed in the period evaluated.

Keywords: Teacher training, Reflective teacher, Learning to teach.