THE WRITTEN REFLECTION IN TEACHERS' PROFESSIONAL DIARIES

UM PROJETO DE INVESTIGAÇÃO-FORMAÇÃO NO MOVIMENTO DA ESCOLA MODERNA PORTUGUÊS

Abstract

Within the scope of a study aims to understand how the organization of a research-training project that emphasized professional writing, within an established community of practice, the Portuguese Movement of the Modern School, contributed to the professional development of six teachers from the 1st CEB, we present in this article the types of written reflection that were mobilized in the nine professional diaries produced. Using some analysis models of written reflection as a reference, a content analysis of the diaries was carried out, defining three categories of analysis: 1st Descriptive writing; 2nd Reflection of practice cases; 3rd Theorizing reflection. The data suggest that the reflection of practice cases was the analysis category with the most registration units, which is understandable given that the project in question reflected the characteristics of an investigation of practice, in which it was improved and knowledge was produced and disseminated.