Initial teacher education after the Bologna process. Possibilities and challenges for a renewed scholarship of teaching and learning

Abstract

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionnaire focusing on their perceptions about their learning and the learning experience. The results of the quantitative and qualitative analysis of the collected data reveal positive and critical perceptions about the construction of PCK and agentic identities, evidencing the role of curricular analysis, rehearsed practice, reflection and assessment in the learning process. The final discussion, which highlights the possibilities and challenges of the strategy, aims to contribute to the construction of the Scholarship of Teaching and Learning of pre-service teachers after the Bologna Process.