The teaching internship in the process of building the professional identity of graduate students

Detalhes bibliográficos
Autor(a) principal: Guimarães, Maria da Cruz Santos
Data de Publicação: 2022
Outros Autores: Costa, Elisangela André da Silva
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Formação (Fortaleza)
Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/4853
Resumo: The study aimed to understand the potential of the teaching internship in the process of building the professional identity of master's and doctoral students in education, through bibliographic and field research, with a qualitative approach. The main theoretical contributions used were Melo (2018), Pimenta and Anastasiou (2008), Cavalcante (2014), on higher education teacher training and Pimenta and Lima (2017), Nóvoa (2009; 2017), Costa (2014), establishing relationships between internship, teaching and construction of professional identity. As a strategy to get closer to reality, eight stricto sensu graduate students in Education answered questionnaires via google forms. It is concluded that the internship allows the knowledge of the specificities that mark the teaching-learning processes in Higher Education, constituting a conducive space for didactic-pedagogical training for graduate students, since it is developed in a critical-reflective and collaborative perspective between the subjects involved in the process of teaching and learning the profession.
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spelling The teaching internship in the process of building the professional identity of graduate studentsLa pasantía docente en el proceso de construcción de la identidad profesional de los estudiantes de posgradoThe teaching internship in the process of building the professional identity of graduate studentsO estágio de docência no processo de construção da identidade profissional de pós-graduandosEstágioDocênciaFormação de professoresEnsino SuperiorIdentidade ProfissionalFormação de professoresInternshipTeachingTeacher trainingUniversity educationProfessional IdentityTeacher trainingPrácticasEnseñanzaFormación de profesoresEnseñanza superiorFormación de profesoresInternshipTeachingTeacher FormationProfessional IdentityUniversity EducationThe study aimed to understand the potential of the teaching internship in the process of building the professional identity of master's and doctoral students in education, through bibliographic and field research, with a qualitative approach. The main theoretical contributions used were Melo (2018), Pimenta and Anastasiou (2008), Cavalcante (2014), on higher education teacher training and Pimenta and Lima (2017), Nóvoa (2009; 2017), Costa (2014), establishing relationships between internship, teaching and construction of professional identity. As a strategy to get closer to reality, eight stricto sensu graduate students in Education answered questionnaires via google forms. It is concluded that the internship allows the knowledge of the specificities that mark the teaching-learning processes in Higher Education, constituting a conducive space for didactic-pedagogical training for graduate students, since it is developed in a critical-reflective and collaborative perspective between the subjects involved in the process of teaching and learning the profession.El estudio tuvo como objetivo comprender el potencial de la pasantía docente en el proceso de construcción de la identidad profesional de los estudiantes de maestría y doctorado en educación, através de la investigación bibliográfica y de campo, con un enfoque cualitativo. Las principales aportaciones teóricas utilizadas fueron Melo (2018), Pimenta y Anastasiou (2008), Cavalcante (2014), sobre la formación docente de educación superior y Pimenta y Lima (2017), Nóvoa (2009; 2017), Costa (2014), estableciendo relaciones entre prácticas, docencia y construcción de identidad profesional. Como estrategia para acercarse a la realidad, ocho estudiantes de posgrado en educación stricto sensu respondieron cuestionarios mediante el uso de formularios de google. Se concluye que la pasantía permite el conocimiento de las especificidades que marcan los procesos de enseñanza-aprendizaje en la Educación Superior, constituyendo un espacio propicio para la formación didáctico-pedagógica de los estudiantes de posgrado, ya que se desarrolla en una perspectiva crítico-reflexiva y colaborativa entre los sujetos involucrados en el proceso de enseñanza y aprendizaje de la profesión.The study aimed to understand the potential of the teaching internship in the process of building the professional identity of master's and doctoral students in education, through bibliographic and field research, with a qualitative approach. The main theoretical contributions used were Melo (2018), Pimenta and Anastasiou (2008), Cavalcante (2014), on higher education teacher training and Pimenta and Lima (2017), Nóvoa (2009; 2017), Costa (2014), establishing relationships between internship, teaching and construction of professional identity. As a strategy to get closer to reality, eight stricto sensu graduate students in Education answered questionnaires via google forms. It is concluded that the internship allows the knowledge of the specificities that mark the teaching-learning processes in Higher Education, constituting a conducive space for didactic-pedagogical training for graduate students, since it is developed in a critical-reflective and collaborative perspective between the subjects involved in the process of teaching and learning the profession.O estudo visou compreender as potencialidades do estágio de docência no processo de construção da identidade profissional de mestrandos e doutorandos em educação, através de pesquisa bibliográfica e de campo, com abordagem qualitativa. Os principais aportes teóricos utilizados foram Melo (2018), Pimenta e Anastasiou (2008), Cavalcante (2014), sobre formação de professores de Ensino Superior e Pimenta e Lima (2017), Nóvoa (2009; 2017), Costa (2014), estabelecendo relações entre estágio, docência e construção da identidade profissional. Como estratégia de aproximação com a realidade, oito pós-graduandos stricto sensu em Educação responderam questionários via google forms. Conclui-se que o estágio permite o conhecimento das especificidades que marcam os processos de ensino-aprendizagem no Ensino Superior, constituindo-se em espaço propício de formação didático-pedagógica para pós-graduandos, desde que desenvolvido numa perspectiva crítica-reflexiva e colaborativa entre os sujeitos envolvidos no processo de ensinar e aprender a profissão.EdUECE2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.uece.br/index.php/redufor/article/view/485310.25053/redufor.v7i1.4853Educ. Form.; Vol. 7 (2022): Educação & Formação; e4853Educ. Form.; Vol. 7 (2022): Educacion & Formación; e4853Éducation et formation; Vol. 7 (2022): Educação & Formação; e4853Educ. Form.; v. 7 (2022): Educação & Formação; e48532448-3583reponame:Educação & Formação (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/redufor/article/view/4853/6127https://revistas.uece.br/index.php/redufor/article/view/4853/6128https://revistas.uece.br/index.php/redufor/article/view/4853/6201https://revistas.uece.br/index.php/redufor/article/view/4853/9542https://revistas.uece.br/index.php/redufor/article/view/4853/6968Copyright (c) 2022 Maria da Cruz Santos Guimarães, Elisangela André da Silva Costahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGuimarães, Maria da Cruz Santos Costa, Elisangela André da Silva2023-08-02T13:19:19Zoai:ojs.revistas.uece.br:article/4853Revistahttps://revistas.uece.br/index.php/reduforPUBhttps://revistas.uece.br/index.php/redufor/oairedufor@gmail.com||lia.fialho@uece.br2448-35832448-3583opendoar:2023-08-02T13:19:19Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv The teaching internship in the process of building the professional identity of graduate students
La pasantía docente en el proceso de construcción de la identidad profesional de los estudiantes de posgrado
The teaching internship in the process of building the professional identity of graduate students
O estágio de docência no processo de construção da identidade profissional de pós-graduandos
title The teaching internship in the process of building the professional identity of graduate students
spellingShingle The teaching internship in the process of building the professional identity of graduate students
Guimarães, Maria da Cruz Santos
Estágio
Docência
Formação de professores
Ensino Superior
Identidade Profissional
Formação de professores
Internship
Teaching
Teacher training
University education
Professional Identity
Teacher training
Prácticas
Enseñanza
Formación de profesores
Enseñanza superior
Formación de profesores
Internship
Teaching
Teacher Formation
Professional Identity
University Education
title_short The teaching internship in the process of building the professional identity of graduate students
title_full The teaching internship in the process of building the professional identity of graduate students
title_fullStr The teaching internship in the process of building the professional identity of graduate students
title_full_unstemmed The teaching internship in the process of building the professional identity of graduate students
title_sort The teaching internship in the process of building the professional identity of graduate students
author Guimarães, Maria da Cruz Santos
author_facet Guimarães, Maria da Cruz Santos
Costa, Elisangela André da Silva
author_role author
author2 Costa, Elisangela André da Silva
author2_role author
dc.contributor.author.fl_str_mv Guimarães, Maria da Cruz Santos
Costa, Elisangela André da Silva
dc.subject.por.fl_str_mv Estágio
Docência
Formação de professores
Ensino Superior
Identidade Profissional
Formação de professores
Internship
Teaching
Teacher training
University education
Professional Identity
Teacher training
Prácticas
Enseñanza
Formación de profesores
Enseñanza superior
Formación de profesores
Internship
Teaching
Teacher Formation
Professional Identity
University Education
topic Estágio
Docência
Formação de professores
Ensino Superior
Identidade Profissional
Formação de professores
Internship
Teaching
Teacher training
University education
Professional Identity
Teacher training
Prácticas
Enseñanza
Formación de profesores
Enseñanza superior
Formación de profesores
Internship
Teaching
Teacher Formation
Professional Identity
University Education
description The study aimed to understand the potential of the teaching internship in the process of building the professional identity of master's and doctoral students in education, through bibliographic and field research, with a qualitative approach. The main theoretical contributions used were Melo (2018), Pimenta and Anastasiou (2008), Cavalcante (2014), on higher education teacher training and Pimenta and Lima (2017), Nóvoa (2009; 2017), Costa (2014), establishing relationships between internship, teaching and construction of professional identity. As a strategy to get closer to reality, eight stricto sensu graduate students in Education answered questionnaires via google forms. It is concluded that the internship allows the knowledge of the specificities that mark the teaching-learning processes in Higher Education, constituting a conducive space for didactic-pedagogical training for graduate students, since it is developed in a critical-reflective and collaborative perspective between the subjects involved in the process of teaching and learning the profession.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/4853
10.25053/redufor.v7i1.4853
url https://revistas.uece.br/index.php/redufor/article/view/4853
identifier_str_mv 10.25053/redufor.v7i1.4853
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/4853/6127
https://revistas.uece.br/index.php/redufor/article/view/4853/6128
https://revistas.uece.br/index.php/redufor/article/view/4853/6201
https://revistas.uece.br/index.php/redufor/article/view/4853/9542
https://revistas.uece.br/index.php/redufor/article/view/4853/6968
dc.rights.driver.fl_str_mv Copyright (c) 2022 Maria da Cruz Santos Guimarães, Elisangela André da Silva Costa
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Maria da Cruz Santos Guimarães, Elisangela André da Silva Costa
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/xml
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; e4853
Educ. Form.; Vol. 7 (2022): Educacion & Formación; e4853
Éducation et formation; Vol. 7 (2022): Educação & Formação; e4853
Educ. Form.; v. 7 (2022): Educação & Formação; e4853
2448-3583
reponame:Educação & Formação (Fortaleza)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
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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