Be a Geography Teacher: divagations, actions and reflections
DOI:
https://doi.org/10.22481/rg.v3i4.5955Keywords:
Geography, teaching identity, continuing educationAbstract
This article intends to share the reflections of authors who develop studies in Geography, teacher education and quality of education combined with ramblings and professional experiences of the author regarding the Geography teacher identity, the initial formation in Geography, as well as continuing education experiences at CECEMCA/UNESP (2004 - 2009). Among the challenges presented to the reader, in the light of the discussions presented in the text, are thinking about the way in which the initial formation of teachers in universities has been conducted, suggesting integrating actions of disciplines, continuous pedagogical actions involving educational systems and universities. and the proposition of continuing teacher education based on the exchange of experiences between peers and the needs of teachers and schools.
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