The constitution of “being a teacher” of science in narrative productions of graduates
The supervised internship is configured as a field of knowledge, being a first moment of reflection and teacher training. In the present study, we aimed to interpret experiences arising from an initial teacher training process, based on the qualitative analysis of narratives produced during a superv...
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| Main Authors: | , , |
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| Format: | Online |
| Language: | Portuguese |
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Universidade Estadual de Campinas
2024
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| Subjects: | |
| Online Access: | https://econtents.sbu.unicamp.br/inpec/index.php/cef/article/view/18649 |
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| Summary: | The supervised internship is configured as a field of knowledge, being a first moment of reflection and teacher training. In the present study, we aimed to interpret experiences arising from an initial teacher training process, based on the qualitative analysis of narratives produced during a supervised internship discipline developed in 2019 at a public university and aimed at training Science teachers. The analysis of these discursive productions was inspired by a scheme of eight dimensions that presupposes the production of knowledge through dialogue with interlocutors that condition teaching activity: the academy, the school and society. Our results point to the use of narratives as a powerful strategy to encourage reflections on “being a teacher” and about teaching activities. We concluded that, among the eight dimensions, in their reflections, undergraduate students mainly affiliate with three, namely: “organization and conduct of teaching”, “sustaining student learning” and “updating pedagogical knowledge”. |
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| ISSN: | 2178-1826 |
