<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300400</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.23</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Condições de socialização com a docência em Portugal: análise do modelo de formação e perfil de formadores]]></article-title>
<article-title xml:lang="en"><![CDATA[Conditions for socialization with teaching in Portugal: analysis of the training model and teacher Trainers]]></article-title>
<article-title xml:lang="es"><![CDATA[Condiciones para la socialización en la enseñanza en Portugal: Análisis del modelo de formación y del profesorado formador de docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Carlinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa-Pereira]]></surname>
<given-names><![CDATA[Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Viana do Castelo Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Viana do Castelo ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>400</fpage>
<lpage>417</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300400&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O estudo, focado na formação inicial de professores, analisou o modelo adotado em Portugal, em 2007, na adaptação ao Processo de Bolonha, assim como o perfil académico e profissional dos professores que lecionam disciplinas de iniciação à prática profissional/prática de ensino supervisionada. Essa análise teve por objetivo avaliar se existem condições que favoreçam um contato suficiente com situações profissionais e socialização com a profissão docente.  Metodologia. Foi feita a análise crítica da matriz curricular que orienta os cursos de formação inicial de professores para os doze anos de ensino obrigatório e a análise documental das fichas de Curriculum Vitae dos 482 professores que asseguram estas disciplinas nos 127 cursos existentes em Portugal.  Resultados. O modelo de formação seguido compromete uma socialização com a profissão que permita aos futuros professores prepararem-se para a complexidade das situações que o exercício profissional apresenta nas escolas no dia a dia. Os professores que asseguram estas disciplinas, embora na sua maioria sejam doutorados, nem sempre têm formação académica na área educacional e apresentam poucas referências a atividades de desenvolvimento profissional e de investigação relacionadas com as disciplinas que asseguram.  Conclusões.  Considerando a importância de a formação inicial preparar para o exercício da profissão docente, justifica-se que, na organização dos cursos, seja dada particular atenção a estas disciplinas de iniciação à prática profissional e ao perfil dos professores que as asseguram.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Aim.  The study focused on initial teacher education and analyzed the model adopted in Portugal, in 2007, in the adaptation to the Bologna Process, as well as the academic and professional profile of teachers who teach initiation to professional practice/supervised teaching practice subjects. This analysis aimed to evaluate if there are conditions favoring sufficient contact with professional situations and socialization with the teaching profession.  Method.  A critical analysis was applied to the curricular matrix that guides the initial teacher training courses for the twelve-year compulsory education and the documentary analysis of the Curricula Vitae of the 482 teachers who assure these subjects in the 127 existing courses in Portugal.  Findings.  The training model followed compromises socialization with the profession that allows future teachers to prepare themselves for the complexity of the situations that professional practice presents daily in schools. Although most teachers who teach these subjects are PhDs, they do not always have academic training in education and have few references to professional development and research activities related to the subjects they teach.  Conclusions.  Considering the importance of initial training to prepare for the exercise of the teaching profession, in the organization of courses, it is justified to pay particular attention to these introductory subjects and the profile of the teachers who teach them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El estudio, centrado en la formación inicial del profesorado, analizó el modelo adoptado en Portugal, en 2007, en la adaptación al Proceso de Bolonia, así como el perfil académico y profesional del profesorado que imparte asignaturas de iniciación a la práctica profesional/práctica docente supervisada. Este análisis pretendía evaluar si existen condiciones que favorezcan un contacto suficiente con las situaciones profesionales y la socialización con la profesión docente.  Metodología. Se realizó un análisis crítico de la matriz curricular que orienta los cursos de formación inicial del profesorado para los doce años de la enseñanza obligatoria y el análisis documental de las fichas curriculares de los 482 docentes que aseguran estas materias en los 127 cursos existentes en Portugal.  Resultados.  El modelo de formación seguido dificulta una socialización con la profesión que permita a los futuros grupos docentes prepararse para la complejidad de las situaciones que el ejercicio profesional presenta en el día a día de las escuelas. El profesorado que asegura estas asignaturas, aunque la mayoría poseen doctorado, no siempre tienen formación académica en el área educativa y presentan pocas referencias a actividades de desarrollo profesional e investigación relacionadas con las asignaturas que aseguran.  Conclusiones.  Teniendo en cuenta la importancia de la formación inicial para preparar el ejercicio de la profesión docente, se recomienda que, en la organización de los cursos, se preste especial atención a estas disciplinas de iniciación al ejercicio profesional y al perfil del profesorado que las aseguran.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial de profesores]]></kwd>
<kwd lng="pt"><![CDATA[Portugal]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Bolonha]]></kwd>
<kwd lng="pt"><![CDATA[socialização com a profissão docente]]></kwd>
<kwd lng="pt"><![CDATA[perfil dos formadores de profesores]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Portugal]]></kwd>
<kwd lng="en"><![CDATA[Bologna process]]></kwd>
<kwd lng="en"><![CDATA[socialization with the teaching profession]]></kwd>
<kwd lng="en"><![CDATA[profile of teacher trainers]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Portugal]]></kwd>
<kwd lng="es"><![CDATA[Proceso de Bolonia]]></kwd>
<kwd lng="es"><![CDATA[socialización con la profesión docente]]></kwd>
<kwd lng="es"><![CDATA[perfil del personal formador del profesorado]]></kwd>
</kwd-group>
</article-meta>
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