Collective reflection in teacher education: : an experience during curricular internship

Detalhes bibliográficos
Autor(a) principal: Janerine, Aline de Souza
Data de Publicação: 2021
Outros Autores: Quadros, Ana Luiza de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Ensaio (Belo Horizonte. Online)
Texto Completo: https://periodicos.ufmg.br/index.php/ensaio/article/view/24328
Resumo: What motivated this investigation is the idea that although students of teacher training courses engage in important theoretical discussions, they do not always act differently from what their teachers used to.   Our project placed teachers in training into procedures to prepare, develop and evaluate their own classes collectively, seeking to promote a reflective process. For this, the classes and evaluation meetings were videotaped. This article analyzes the contributions of reflection in understanding the role of the teacher in a classroom. We observed expressive results in the appropriation of their theoretical studies based on the teaching performance of each one. The collective analysis of the classes proved to be important for understanding the role of the teacher, which leads us to believe that, when taking up teaching, this understanding will be reflected in practice.
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spelling Collective reflection in teacher education: : an experience during curricular internshipReflexión colectiva en la formación de profesores:: una experiencia desde las prácticas curricularesCOLLECTIVE REFLECTION IN TEACHER EDUCATION: AN EXPERIENCE IN THE CHEMISTRY TEACHER TRAINING COURSE IN UFVJM: A REFLEXÃO COLETIVA NA FORMAÇÃO DE PROFESSORES: UMA EXPERIÊNCIA NO CURSO DE LICENCIATURA EM QUÍMICA DA UFVJMformação de professores, processo reflexivo, avaliação compartilhadateacher training, reflective process, collective evaluationformación de profesores, proceso reflexivo, evaluación colectivaWhat motivated this investigation is the idea that although students of teacher training courses engage in important theoretical discussions, they do not always act differently from what their teachers used to.   Our project placed teachers in training into procedures to prepare, develop and evaluate their own classes collectively, seeking to promote a reflective process. For this, the classes and evaluation meetings were videotaped. This article analyzes the contributions of reflection in understanding the role of the teacher in a classroom. We observed expressive results in the appropriation of their theoretical studies based on the teaching performance of each one. The collective analysis of the classes proved to be important for understanding the role of the teacher, which leads us to believe that, when taking up teaching, this understanding will be reflected in practice.La percepción de que los egresados del curso de formación de profesores, a pesar de que cuentan con importantes estudios teóricos, generalmente no actúan de manera diferente a lo que hicieron sus maestros nos llevó a realizar esta investigación. Involucramos a los profesores en formación en la preparación, el desarrollo y la evaluación en conjunto de sus propias clases, con el fin de promover la reflexión. Para ello, se llevaron a cabo grabaciones en video de las clases y las reuniones de evaluación. En este artículo analizaremos las contribuciones de la reflexión para comprender el rol del profesor en las clases. Los resultados fueron expresivos en cuanto a la apropiación de estudios teóricos realizados con base en la práctica docente de cada uno. El análisis colectivo de las clases demostró ser importante para comprender el rol del futuro profesor, y suponemos que esta comprensión se reflejará en la práctica docente de ellos.A percepção de que os egressos do curso de formação de professores, apesar de realizarem estudos teóricos importantes, nem sempre atuam de maneira diferente daquela que seus professores atuavam nos levou a realizar esta investigação. Envolvemos professores de Química em formação na elaboração de aulas a partir de temas do contexto, que foram desenvolvidas em três turmas de instituições do Ensino Médio. Essas aulas foram analisadas coletivamente, em reuniões de avaliação, para que um processo reflexivo acontecesse. Para isso as aulas e as reuniões de avaliação foram gravadas em vídeo. Neste trabalho analisamos as contribuições da reflexão no entendimento do papel do professor em sala de aula. Observamos resultados expressivos em termos de apropriação de estudos teóricos (interações discursivas, natureza da Ciência e relações pedagógicas), realizados com base na prática docente de cada um. Este estudo traz implicações para a formação de professores, principalmente para o estágio curricular. What motivated this investigation is the idea that although students of teacher training courses engage in important theoretical discussions, they do not always act differently from what their teachers used to. Our project placed Chemistry teachers in training into procedures to prepare and develop their own classes based on contextualized themes that were deployed in three classes in High School. These classes were analyzed collectively, in evaluation meetings, seeking to promote a reflective process. For this, the classes and evaluation meetings were recorded in video. In this article we analyze the contributions of the reflective process in understanding the role of the teacher in a classroom. We observed expressive results in the appropriation of their theoretical studies (discursive interactions, nature of Science and pedagogical link-making), based on the teaching performance of each student. This study brings important implications in understanding the teacher formation, mainly for curricular stage.CECIMIG-FaE-UFMG2021-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://periodicos.ufmg.br/index.php/ensaio/article/view/2432810.1590/1983-21172021230105 Ensaio Research in Science Education; Vol. 23 (2021): .Ensaio Investigación en educación científica; Vol. 23 (2021): .Ensaio Pesquisa em Educação em Ciências; v. 23 (2021): .1983-21171415-2150reponame:Ensaio (Belo Horizonte. Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/ensaio/article/view/24328/26782https://periodicos.ufmg.br/index.php/ensaio/article/view/24328/26783Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciênciasinfo:eu-repo/semantics/openAccessJanerine, Aline de SouzaQuadros, Ana Luiza de2022-03-25T13:43:14Zoai:periodicos.ufmg.br:article/24328Revistahttps://periodicos.ufmg.br/index.php/ensaioPUBhttps://periodicos.ufmg.br/index.php/ensaio/oairevistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com1983-21171415-2150opendoar:2022-03-25T13:43:14Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Collective reflection in teacher education: : an experience during curricular internship
Reflexión colectiva en la formación de profesores:: una experiencia desde las prácticas curriculares
COLLECTIVE REFLECTION IN TEACHER EDUCATION: AN EXPERIENCE IN THE CHEMISTRY TEACHER TRAINING COURSE IN UFVJM: A REFLEXÃO COLETIVA NA FORMAÇÃO DE PROFESSORES: UMA EXPERIÊNCIA NO CURSO DE LICENCIATURA EM QUÍMICA DA UFVJM
title Collective reflection in teacher education: : an experience during curricular internship
spellingShingle Collective reflection in teacher education: : an experience during curricular internship
Janerine, Aline de Souza
formação de professores, processo reflexivo, avaliação compartilhada
teacher training, reflective process, collective evaluation
formación de profesores, proceso reflexivo, evaluación colectiva
title_short Collective reflection in teacher education: : an experience during curricular internship
title_full Collective reflection in teacher education: : an experience during curricular internship
title_fullStr Collective reflection in teacher education: : an experience during curricular internship
title_full_unstemmed Collective reflection in teacher education: : an experience during curricular internship
title_sort Collective reflection in teacher education: : an experience during curricular internship
author Janerine, Aline de Souza
author_facet Janerine, Aline de Souza
Quadros, Ana Luiza de
author_role author
author2 Quadros, Ana Luiza de
author2_role author
dc.contributor.author.fl_str_mv Janerine, Aline de Souza
Quadros, Ana Luiza de
dc.subject.por.fl_str_mv formação de professores, processo reflexivo, avaliação compartilhada
teacher training, reflective process, collective evaluation
formación de profesores, proceso reflexivo, evaluación colectiva
topic formação de professores, processo reflexivo, avaliação compartilhada
teacher training, reflective process, collective evaluation
formación de profesores, proceso reflexivo, evaluación colectiva
description What motivated this investigation is the idea that although students of teacher training courses engage in important theoretical discussions, they do not always act differently from what their teachers used to.   Our project placed teachers in training into procedures to prepare, develop and evaluate their own classes collectively, seeking to promote a reflective process. For this, the classes and evaluation meetings were videotaped. This article analyzes the contributions of reflection in understanding the role of the teacher in a classroom. We observed expressive results in the appropriation of their theoretical studies based on the teaching performance of each one. The collective analysis of the classes proved to be important for understanding the role of the teacher, which leads us to believe that, when taking up teaching, this understanding will be reflected in practice.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-30
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.ufmg.br/index.php/ensaio/article/view/24328
10.1590/1983-21172021230105
url https://periodicos.ufmg.br/index.php/ensaio/article/view/24328
identifier_str_mv 10.1590/1983-21172021230105
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/ensaio/article/view/24328/26782
https://periodicos.ufmg.br/index.php/ensaio/article/view/24328/26783
dc.rights.driver.fl_str_mv Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciências
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciências
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv CECIMIG-FaE-UFMG
publisher.none.fl_str_mv CECIMIG-FaE-UFMG
dc.source.none.fl_str_mv Ensaio Research in Science Education; Vol. 23 (2021): .
Ensaio Investigación en educación científica; Vol. 23 (2021): .
Ensaio Pesquisa em Educação em Ciências; v. 23 (2021): .
1983-2117
1415-2150
reponame:Ensaio (Belo Horizonte. Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Ensaio (Belo Horizonte. Online)
collection Ensaio (Belo Horizonte. Online)
repository.name.fl_str_mv Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com
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