Teacher education in the student perspective:

• Autor(a) principal: Vasconcelos, Sandro Olímpio Silva
• Data de Publicação: 2020
• Outros Autores: Marinho, Márcia Machado, Marinho, Emmanuel Silva, Medeiros, Normândia de Farias Mesquita
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Poíesis Pedagógica
• Texto Completo: https://www.revistas.ufg.br/poiesis/article/view/62187

Experience is an essential element for meaningful learning, although teacher formation does not always pay due attention to the elements that underlie this human aspect. The study presented in this text analyzes the discourses of the 20 students of the Degree in Biological Sciences who completed the discipline Fundamentals of Philosophy of Sciences at the State University of Ceará, UECE, Iguatu campus, in the year 2019. These texts were written in the discipline completion report format and outline the outline of what was experienced, some salient features, and considerations about how the discipline was delivered. Considering that teacher education takes into account objective knowledge, classroom practice implies mediating educational actions so that students learn, so that only technical knowledge is not sufficient for this endeavor. In other words, the practice requires knowledge that is intuited along the paths to make the didactic transpositions correctly. The appreciation of student experience and its influence on teacher education is the focus of this study based on the teaching knowledge of Tardif (2014) and experience as a formative element of Bondía (2002).