Professional development of beginning teachers in literacy: implications of a collaborative formative process based on the concept of dialogical experienceThe article presents the impacts of a formative process based on the concept of dialogical experience on the professional development of beginner teachers in literacy. This action research, through the dialogical analysis of the data, identified the following impacts: attention to the subjects: the heterogeneity of children's knowledge about written language as a starting point for pedagogical action; the empowerment of participants through collective engagement; the development of pedagogical knowledge through collective discussions about practice. Based on the analysis, the impacts indicate learning constructed during the formative process, which led to changes in the teaching conditions of the teachers, thereby fostering their professional development.
Keywords:
Teacher Professional Development; Beginning Teacher; Literacy; Cultural-Historical Theory; Dialogical Experience