Learning of the teaching practice according to future teachers in a distance course degree

Detalhes bibliográficos
Autor(a) principal: Duarte, Felipe Bezerra de Medeiros Dantas
Data de Publicação: 2020
Outros Autores: Maknamara, Marlécio
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/46456
Resumo: This research deals with the Teaching Learning Focus to investigate what prospective biology teachers have learned about teaching. The aim of the research was to investigate what future biology teachers have learned about teaching. The analytical tools of the Teaching Learning Focus focused on writings from 71 memorials of Biological Sciences degree students attending supervised internship in a public university. The results show that these prospective teachers centralize what they have learned about teaching in topics such as interests, attitudes, knowledge and skills, and also think about teaching as in articulation between their selves, their practices and their social context. We conclude that FADs are important analytical tools not only for teaching learning and for the training needs of prospective biology teachers, but also for their identity constitution.
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spelling Learning of the teaching practice according to future teachers in a distance course degreeAprendizaje de la práctica docente según futuros profesores en un curso a distanciaAprendizagens sobre a docência de futuros professores em uma licenciatura EADmemorials; supervised internship; teaching practice.memoriales; pasantía supervisada; práctica docente.memorial; estágio docente; prática docente.This research deals with the Teaching Learning Focus to investigate what prospective biology teachers have learned about teaching. The aim of the research was to investigate what future biology teachers have learned about teaching. The analytical tools of the Teaching Learning Focus focused on writings from 71 memorials of Biological Sciences degree students attending supervised internship in a public university. The results show that these prospective teachers centralize what they have learned about teaching in topics such as interests, attitudes, knowledge and skills, and also think about teaching as in articulation between their selves, their practices and their social context. We conclude that FADs are important analytical tools not only for teaching learning and for the training needs of prospective biology teachers, but also for their identity constitution.Este artículo resulta de una investigación que abordó los Focos del Aprendizaje Docente como estrategia de investigación de aprendizajes de la docencia. El objetivo de la investigación fue investigar lo que los futuros docentes de Biología aprendieron sobre enseñar. El instrumental analítico de los FAD se centró en escritos provenientes de 71 memoriales de estudiantes en Ciencias Biologicas cursando pasantía supervisada de formación de profesores en una universidad publica. Los resultados muestran que los futuros docentes centralizan lo que aprendieron sobre enseñar en torno a temas como intereses, actitudes, conocimientos y habilidades, así como piensan la docencia en la articulación entre sus yoes, sus prácticas y su contexto social. Concluimos que los FAD son importantes herramientas analíticas no sólo de los aprendizajes de la docencia y de las necesidades formativas de esos futuros docentes, sino también de su constitución identitaria.Este artigo resulta de uma pesquisa que abordou os Focos da Aprendizagem Docente (FAD) como estratégia de investigação de aprendizagens da docência. O objetivo da pesquisa foi investigar o que futuros docentes de Biologia aprenderam sobre ensinar. O instrumental analítico dos Focos da Aprendizagem Docente incidiu sobre escritos oriundos de 71 memoriais de licenciandos de Ciências Biológicas cursando estágio supervisionado de formação de professores em uma universidade pública. Os resultados mostram que os futuros docentes centralizam o que aprenderam sobre ensinar em torno de temas como interesses, atitudes, conhecimentos e habilidades, assim como pensam a docência na articulação entre seus eus, suas práticas e seu contexto social. Concluímos que os FAD são importantes ferramentas analíticas não apenas das aprendizagens da docência e das necessidades formativas desses futuros docentes, mas também da sua constituição identitária.Universidade Estadual de Maringá2020-02-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/4645610.4025/actascieduc.v42i1.46456Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e46456Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e464562178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/46456/751375149362https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/46456/751375149392Copyright (c) 2020 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDuarte, Felipe Bezerra de Medeiros DantasMaknamara, Marlécio2020-05-05T14:33:17Zoai:periodicos.uem.br/ojs:article/46456Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2020-05-05T14:33:17Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Learning of the teaching practice according to future teachers in a distance course degree
Aprendizaje de la práctica docente según futuros profesores en un curso a distancia
Aprendizagens sobre a docência de futuros professores em uma licenciatura EAD
title Learning of the teaching practice according to future teachers in a distance course degree
spellingShingle Learning of the teaching practice according to future teachers in a distance course degree
Duarte, Felipe Bezerra de Medeiros Dantas
memorials; supervised internship; teaching practice.
memoriales; pasantía supervisada; práctica docente.
memorial; estágio docente; prática docente.
title_short Learning of the teaching practice according to future teachers in a distance course degree
title_full Learning of the teaching practice according to future teachers in a distance course degree
title_fullStr Learning of the teaching practice according to future teachers in a distance course degree
title_full_unstemmed Learning of the teaching practice according to future teachers in a distance course degree
title_sort Learning of the teaching practice according to future teachers in a distance course degree
author Duarte, Felipe Bezerra de Medeiros Dantas
author_facet Duarte, Felipe Bezerra de Medeiros Dantas
Maknamara, Marlécio
author_role author
author2 Maknamara, Marlécio
author2_role author
dc.contributor.author.fl_str_mv Duarte, Felipe Bezerra de Medeiros Dantas
Maknamara, Marlécio
dc.subject.por.fl_str_mv memorials; supervised internship; teaching practice.
memoriales; pasantía supervisada; práctica docente.
memorial; estágio docente; prática docente.
topic memorials; supervised internship; teaching practice.
memoriales; pasantía supervisada; práctica docente.
memorial; estágio docente; prática docente.
description This research deals with the Teaching Learning Focus to investigate what prospective biology teachers have learned about teaching. The aim of the research was to investigate what future biology teachers have learned about teaching. The analytical tools of the Teaching Learning Focus focused on writings from 71 memorials of Biological Sciences degree students attending supervised internship in a public university. The results show that these prospective teachers centralize what they have learned about teaching in topics such as interests, attitudes, knowledge and skills, and also think about teaching as in articulation between their selves, their practices and their social context. We conclude that FADs are important analytical tools not only for teaching learning and for the training needs of prospective biology teachers, but also for their identity constitution.
publishDate 2020
dc.date.none.fl_str_mv 2020-02-13
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/46456
10.4025/actascieduc.v42i1.46456
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/46456
identifier_str_mv 10.4025/actascieduc.v42i1.46456
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/46456/751375149362
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/46456/751375149392
dc.rights.driver.fl_str_mv Copyright (c) 2020 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e46456
Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e46456
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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