For a popular ethics in teacher education

Abstract

This essay aims to reflect on the adoption of a rigorous and progressive ethics that values the experience and lived world in teacher education. Grounded in a phenomenological approach, the reflections presented in the text address teacher education in the context of professional master’s programs, drawing parallels between the structure of these programs, the authors’ experiences in research and education, and the analysis of research development in postgraduate studies. Ultimately, the essay emphasizes the importance of valuing the lived world in forming an education that recognizes the cultures and experiences of both students and teachers.