ABSTRACT

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionnaire focusing on their perceptions about their learning and the learning experience. The results of the quantitative and qualitative analysis of the collected data reveal positive and critical perceptions about the construction of PCK and agentic identities, evidencing the role of curricular analysis, rehearsed practice, reflection and assessment in the learning process. The final discussion, which highlights the possibilities and challenges of the strategy, aims to contribute to the construction of the Scholarship of Teaching and Learning of pre-service teachers after the Bologna Process.

摘要

我们介绍葡萄牙的岗前教师对形成的形成策略以促进学习语言和素养教育的观点。该策略的基础是教学内容知识（PCK），演练（或模拟）机构，反思性实践的认识论和学习评估的理论。它是在整个学期中实施的，此后，岗前教师回答了一份问卷，重点关注他们对学习和学习经历的看法。对收集到的数据进行定性和定量分析的结果揭示了对PCK构造和代理身份的积极和批判性理解，证明了课程分析，演练实践，反思和评估在学习过程中的作用。最后的讨论