Knowing and doing: transfer of didactic knowledge to the teaching practice assessment

Abstract

This research paper intends to contribute to the pedagogical training of our students by means of analyzing an assessment proposal made by teachers of the center. Our objective is to analyze the development of a series of sessions proposed by students; such sessions are articulated with what is seen in the subject: Adolescence, Education and Culture. A qualitative methodology is used in a narrative investigative frame. A naturalist design is also a key aspect: data collection was taken from practical sessions. Narrative collection was taken from self-assessment report due after class. This information was analyzed along with feedback provided by peers and observers.