TEACHER EDUCATION EVENTS: AN ETHNOGRAPHIC PERSPECTIVE ON LEARNING TO TEACH

ABSTRACT This article aims to present teacher education event as a productive concept for research on teacher education. The concept was developed based on an ethnographic study (COSTA, 2013) that examined the in-service teacher practices in teacher meetings and in breaks between classes in a Portuguese as an additional language school. The teacher education practices observed showed elements of practical rationality and technical rationality (PEREZ GOMEZ, 1995) and activities of knowledge-in-practice and reflection-in-action, as proposed by Schön (2000). The approaches to teacher education proposed by these authors are discussed in the light of an ethnographic research perspective (HAMMERSLEY; ATKINSON, 1995). Based on the teacher education events observed, the study shows how the theoretical perspectives on teacher education activities can be described based on ethnographic data concerning the actions, the topics and the more and less experienced roles the participants jointly construct in interaction. The results show that a teacher education event is a moment conducive to learning how to teach, and that it is constituted by the participants’ actions of asking for help and narrating previous experiences, topics dealing with classroom practices, and the participants’ experience both as teacher educators and in-service learners.摘要： 本文旨在提出**教师教育事件（teacher education event）**这一概念，将其作为教师教育研究的有效分析范畴。该概念基于一项民族志研究（ethnographic study，COSTA，2013）构建而成，该研究针对一所葡萄牙语第二语言学校（Portuguese as an additional language school）中，教师会议及课间休息时段的在职教师（in-service teacher）实践展开考察。 本次观察到的教师教育实践，展现出佩雷斯·戈麦斯（PEREZ GOMEZ，1995）提出的**实践理性（practical rationality）**与**技术理性（technical rationality）**要素，以及舍恩（Schön，2000）所倡导的**实践中的知识（knowledge-in-practice）**与**行动中反思（reflection-in-action）**相关活动。 本文结合哈默斯利与阿特金森（HAMMERSLEY; ATKINSON，1995）提出的民族志研究视角，对上述学者所提出的教师教育路径展开探讨。基于所观察到的教师教育事件，本研究阐明了：如何通过涵盖行动、议题，以及参与者在互动中共同建构的经验层级各异的角色在内的民族志数据，来阐释教师教育活动的理论视角。 研究结果表明，教师教育事件是助力教师掌握教学技艺的关键契机，其构成要素包括参与者寻求帮助与讲述过往经验的行为、围绕课堂教学实践展开的研讨议题，以及参与者兼具教师教育者与在职学习者的双重身份经验。