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

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