Como se pensa hoje o desenvolvimento do professor?

Abstract

This paper proposes a conceptualization of how the professional development of teachers has been addressed by research studies. It begins with a general overview of the evolution of the concept and then presents its current perspectives. It stresses and discusses three recent tendencies (tropisms) in the conceptualization of the professional development of teachers that indicate a more holistic and complex perspective of the concept: the move of the focus of study from the object of development towards the subject of development; the consideration not only of the epistemic subject but also of the ontological subject; the assumption not only of individual subject but also of the social subject, with the context (spatial and temporal) been regarded as an integral part of the development of the teacher.