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Articles • Rev. Bras. Educ. 21 (65) • Apr-Jun 2016 • https://doi.org/10.1590/S1413-24782016216516 linkcopy

Open-access Concepts of the teacher as researcher and reflective teacher: perspectives about teachers' work*

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    ABSTRACT

    This article inquires into the nature of two concepts: the teacher as a researcher and as a reflective teacher. It uses the theoretical-conceptual research approach. The objective is to study how these ideas were adopted in the field of education and applied to basic schoolteachers' training and practice. This article searches for elements that contribute to (re)configure the concept of the teacher as a researcher today. Although it should be considered that, for a long period of time, the aforementioned concepts have undergone many criticisms, reformulations and developments, it seems that there are still important elements that need to be considered and detailed when searching on these issues. That is, to rescue the contexts that motivate their construction. Contrasting with current educational realities one can find other ways to think about teachers' training and practice.

    KEYWORDS
    teacher as researcher; reflective teacher; theoretical-concept approach

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