THE SOCIAL REPRESENTATIONS THEORY AND THEIR CONTRIBUTIONS TO THE FIELD OF TEACHER EDUCATION

Abstract

In the late twentieth century the results of international studies alerted to the problem of learning , focusing the look of civil society , the scientific community and the public policies on teachers and consequently in their training . The research on teacher education is convoked to mobilize efforts to produce knowledge capable of responding to the weaknesses present in education as a whole and especially in teacher education. Considering the wide range of studies in the field of teacher education, it is intended in this paper to present the results of a kind of meta-analysis that identified the contributions of studies that use the Social Representations Theory on the field of teacher education. The results showed a central aspect - the need to listen to the subjects in training, students in the case of initial education and teachers in the case of continuing education. There is a consensual in the analyzed studies that know the representations of students / teachers on various aspects of teaching, about how they construct and reconstruct their representations can contribute to the organization and offer of education programs more effective.