BREAK IN TEACHERS KNOWLEDGE: AN ANALYSIS OF THE CONCEPTIONS ON THE TEACHING OF TEACHERS IN TRAINING

Reflecting on the initial conceptions of prospective teachers about teaching and education, affirming the importance of these concepts to the construction of teacher knowledge and pedagogical practices that teacher training is the objective of this text. Noteworthy are the results of research conducted with first year students of a Faculty of Education about his views on the profession and teaching practice. The text emphasizes that students' initial conceptions were transformed in the process of formation. Those who initially had understanding of the profession and the professional performance as art (TARDIF, 2007), as an action that takes place by individual creativity, combined with the concepts related to vocation and altruism (BARROSO, 2006), transformed these concepts establishing the relationship profession with practice and technique, based on scientific principles and teaching. Seeking to reflect on the training of teachers, from the results of the research, the text indicates actions for training focused on analysis and reflection of local contexts and activities of teachers as potentiating the initial break with the ideas and construction of new and others teaching knowledge, as well as the dialogues between the participants of the training.