THE CHALLANGES FOR PRACTICE IN TEACHERS' INITIAL EDUCATION

Physical Education experience at UNESP-Rio Claro

Abstract

This article discusses current educational policies for teacher education. Particularly, it approaches to the set of policies and debates in the educational field and its implications on teacher education programs and on supervised teaching in schools. The Rio Claro experience, as a form of research, such as the result of studies and documents produced by researchers from this institution are presented in an integrated manner, focusing on the preparation and the role of supervised teaching practices, teachers as supervisors and collaborators, and schools which accept student-teachers. Finally, the limits and possibilities of student-teachers’ framing devices and partnerships implemented by this institution are analyzed and put into perspective under the light of the literature on such topic.