Social representations of undergraduates about Practice as a Curriculum Component in teacher education

Detalhes bibliográficos
Autor(a) principal: Koga, Viviane Terezinha
Data de Publicação: 2022
Outros Autores: Bobato, Franciele Aparecida
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Formação (Fortaleza)
Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/7462
Resumo: The text investigates the social representations of academics from the Biological Sciences Degree course about integrative activities (AI), developed in subjects that include practice as a curricular component. The theoretical framework is in the Theory of Social Representations by Moscovici (2012) and collaborators. Data collection was performed by applying a questionnaire to 99 students regularly enrolled in the course. The information was analyzed based on the frequency and percentage of responses, using the EVOC software and the assumptions of content analysis (BARDIN, 2004). The results point to an ambivalent social representation, since at the same time that students recognize the importance of IA for their training and professional development, they express negative attitudes and images regarding the way they are constructed and organized during the course.
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spelling Social representations of undergraduates about Practice as a Curriculum Component in teacher educationRepresentaciones sociales de estudiantes universitarios sobre la Práctica como Componente Curricular en la formación docenteRepresentações sociais de licenciandos acerca da Prática como Componente Curricular na formação docenteEnsino de CiênciasFormação de ProfessoresPrática DocenteFormação de professoresScience teachingTeacher trainingTeaching PracticeEnseñanza de la cienciaFormación de profesoresPráctica docenteThe text investigates the social representations of academics from the Biological Sciences Degree course about integrative activities (AI), developed in subjects that include practice as a curricular component. The theoretical framework is in the Theory of Social Representations by Moscovici (2012) and collaborators. Data collection was performed by applying a questionnaire to 99 students regularly enrolled in the course. The information was analyzed based on the frequency and percentage of responses, using the EVOC software and the assumptions of content analysis (BARDIN, 2004). The results point to an ambivalent social representation, since at the same time that students recognize the importance of IA for their training and professional development, they express negative attitudes and images regarding the way they are constructed and organized during the course.El texto investiga las representaciones sociales de los académicos de la carrera de Licenciatura en Ciencias Biológicas sobre actividades integradoras (IA), desarrolladas en disciplinas que incluyen la práctica como componente curricular. El marco teórico está en la Teoría de las Representaciones Sociales de Moscovici (2012) y colaboradores. La recogida de datos se realizó mediante la aplicación de un cuestionario a 99 alumnos matriculados habitualmente en el curso. La información se analizó en base a la frecuencia y porcentaje de respuestas, utilizando el software EVOC y los supuestos del análisis de contenido (BARDIN, 2004). Los resultados apuntan a una representación social ambivalente, pues al mismo tiempo que los estudiantes reconocen la importancia de la IA para su formación y desarrollo profesional, expresan actitudes e imágenes negativas sobre la forma en que se construyen y organizado durante el curso.O texto investiga as representações sociais de acadêmicos do curso de Licenciatura em Ciências Biológicas acerca das atividades integradoras (AI), desenvolvidas em disciplinas de prática como componente curricular. O referencial teórico é a Teoria das Representações Sociais de Moscovici (2012) e colaboradores. A coleta de dados foi realizada mediante a aplicação de um questionário para 99 acadêmicos. As informações foram analisadas com o auxílio do software EVOC e com os pressupostos da análise de conteúdo (BARDIN, 2004). Os resultados apontam uma representação social ambivalente. Ao mesmo tempo em que os acadêmicos reconhecem a importância das AI para a sua formação e aperfeiçoamento profissional eles expressam atitudes e imagens negativas frente a forma como elas são construídas e organizadas durante o curso.EdUECE2022-05-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextoapplication/pdfapplication/pdftext/xmlhttps://revistas.uece.br/index.php/redufor/article/view/746210.25053/redufor.v7.e7462Educ. Form.; Vol. 7 (2022): Educação & Formação; e7462Educ. Form.; Vol. 7 (2022): Educacion & Formación; e7462Éducation et formation; Vol. 7 (2022): Educação & Formação; e7462Educ. Form.; v. 7 (2022): Educação & Formação; e74622448-3583reponame:Educação & Formação (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/redufor/article/view/7462/6901https://revistas.uece.br/index.php/redufor/article/view/7462/6902https://revistas.uece.br/index.php/redufor/article/view/7462/7012Copyright (c) 2022 Viviane Koga, Franciele Aparecida Bobatohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKoga, Viviane TerezinhaBobato, Franciele Aparecida2023-02-16T21:05:02Zoai:ojs.revistas.uece.br:article/7462Revistahttps://revistas.uece.br/index.php/reduforPUBhttps://revistas.uece.br/index.php/redufor/oairedufor@gmail.com||lia.fialho@uece.br2448-35832448-3583opendoar:2023-02-16T21:05:02Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Social representations of undergraduates about Practice as a Curriculum Component in teacher education
Representaciones sociales de estudiantes universitarios sobre la Práctica como Componente Curricular en la formación docente
Representações sociais de licenciandos acerca da Prática como Componente Curricular na formação docente
title Social representations of undergraduates about Practice as a Curriculum Component in teacher education
spellingShingle Social representations of undergraduates about Practice as a Curriculum Component in teacher education
Koga, Viviane Terezinha
Ensino de Ciências
Formação de Professores
Prática Docente
Formação de professores
Science teaching
Teacher training
Teaching Practice
Enseñanza de la ciencia
Formación de profesores
Práctica docente
title_short Social representations of undergraduates about Practice as a Curriculum Component in teacher education
title_full Social representations of undergraduates about Practice as a Curriculum Component in teacher education
title_fullStr Social representations of undergraduates about Practice as a Curriculum Component in teacher education
title_full_unstemmed Social representations of undergraduates about Practice as a Curriculum Component in teacher education
title_sort Social representations of undergraduates about Practice as a Curriculum Component in teacher education
author Koga, Viviane Terezinha
author_facet Koga, Viviane Terezinha
Bobato, Franciele Aparecida
author_role author
author2 Bobato, Franciele Aparecida
author2_role author
dc.contributor.author.fl_str_mv Koga, Viviane Terezinha
Bobato, Franciele Aparecida
dc.subject.por.fl_str_mv Ensino de Ciências
Formação de Professores
Prática Docente
Formação de professores
Science teaching
Teacher training
Teaching Practice
Enseñanza de la ciencia
Formación de profesores
Práctica docente
topic Ensino de Ciências
Formação de Professores
Prática Docente
Formação de professores
Science teaching
Teacher training
Teaching Practice
Enseñanza de la ciencia
Formación de profesores
Práctica docente
description The text investigates the social representations of academics from the Biological Sciences Degree course about integrative activities (AI), developed in subjects that include practice as a curricular component. The theoretical framework is in the Theory of Social Representations by Moscovici (2012) and collaborators. Data collection was performed by applying a questionnaire to 99 students regularly enrolled in the course. The information was analyzed based on the frequency and percentage of responses, using the EVOC software and the assumptions of content analysis (BARDIN, 2004). The results point to an ambivalent social representation, since at the same time that students recognize the importance of IA for their training and professional development, they express negative attitudes and images regarding the way they are constructed and organized during the course.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/7462
10.25053/redufor.v7.e7462
url https://revistas.uece.br/index.php/redufor/article/view/7462
identifier_str_mv 10.25053/redufor.v7.e7462
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/7462/6901
https://revistas.uece.br/index.php/redufor/article/view/7462/6902
https://revistas.uece.br/index.php/redufor/article/view/7462/7012
dc.rights.driver.fl_str_mv Copyright (c) 2022 Viviane Koga, Franciele Aparecida Bobato
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Viviane Koga, Franciele Aparecida Bobato
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
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dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Educ. Form.; Vol. 7 (2022): Educação & Formação; e7462
Educ. Form.; Vol. 7 (2022): Educacion & Formación; e7462
Éducation et formation; Vol. 7 (2022): Educação & Formação; e7462
Educ. Form.; v. 7 (2022): Educação & Formação; e7462
2448-3583
reponame:Educação & Formação (Fortaleza)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
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institution UECE
reponame_str Educação & Formação (Fortaleza)
collection Educação & Formação (Fortaleza)
repository.name.fl_str_mv Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv redufor@gmail.com||lia.fialho@uece.br
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