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

Published online: 11 Jan 2021We 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.This work is funded by CIEd - Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT. This work was also supported by Portuguese National Funds through the Foundation for Science and Technology within the scope of the CIEC project (Research Centre on Child Studies, University of Minho) under the reference UID/CED/00317/2019, and under the grant number SFRH/BD/103291/2014 (PhD Project `Conceptions and practices of assessment in Higher Education: A study of university teachers')