A aprendizagem profissional da gestão de comportamentos na educação pré-escolar

Abstract

This article aims to identify the similarities and differences in the learning of behavior management by pre-school teachers-trainees. To accomplish these goals, during the final teaching practice, two pedagogically differentiated supervised contexts were followed: a socio-constructivist and a traditional context. This study followed a descriptive and interpretive approach, based on the triangulation of multiple sources of data (video recording, field notes and portfolio). The results indicated that the professional learning is contextual, that teachers-trainees and contexts are inseparable and that there´s an interdependence and interaction between the professional learning of behavior management and the contexts where supervision takes place.