Abstract:
Teacher training courses are not limited to an initial formation course. The very specificity of the teaching profession shows that the daily school routine and the teachers' actions in a reflective exercise are reversed in a continuing education scenario that is often more efficient than short courses. We may note, however, that the school routine and the teachers' actions only become enabling elements of teacher continuing education if the teacher is legitimized with a time-place for the proper distance from the teaching and family, then that reflection becomes possible. This paper presents the experience of a working group on Pedagogy for Autonomy, GTPA, in that the members exercise sharing and reflecting on teaching practices in a place and time which are common for teachers of Elementary Schools, Secondary Schools and Universities. The guiding methodology used for the capture of the senses of this group was a hermeneutic listening to the analysis of records from two face to face meetings in which teaching practices are shared. From its foundations, built over the meetings, the GTPA has set up as a way to ensure teaching to be cared, reinvented and strengthened by the peers, in a collaborative movement of thinking about practice, seeking to reorganize it from certain theoretical and pedagogical references.
Keywords:
Pedagogy of Autonomy; teaching practice; teaching continuing education