Teaching internship in higher education: an experience reportin the Biblioteconomics course of UFMG

• Autor(a) principal: Lemos, Ariane Barbosa
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/12203
• topic: Estágio docente; Metodologias ativas; Relacionamento professor-estudante; Autonomia do estudante; Teaching internship; Active methodologies; Teacher-student relationship; Student autonomy; Estadio docente; Metodologías activas; Relación profesor-estudiante; Autonomía del estudiante

This report describes an experience of a teaching internship in higher education. The purpose of this paper is to tell the experience of the trainee-teacher in the elective course "Information and Communication in Organizations", offered in the undergraduate course in Librarianship of the School of Information Science of the Federal University of Minas Gerais. The objective is to reflect on the application of active teaching-learning methodologies in the theoretical discipline, based on the analysis of students' perceptions about the methods and pedagogical techniques developed by the trainee-teacher. The conceptual discussions foreseen in the teaching plan of the course were supported by practical didactic activities, applied in an interspersed way with the theoretical content. In order to understand how such activities were received by the students, a case study was carried out. The data collection consisted of the application of a questionnaire with a structured question and a discursive one, besides the direct observation. The responses were quantitatively analyzed, measuring the degree of approval for each active methodology, and qualitatively, evaluating the respondents' opinion on a preferred technique. 17 of the 21 enrolled students answered the questions. Data analysis indicates students' preference for practical activities, assisting them in systematizing concepts and theories. The expository and dialogic classes interspersed with the use of active methodologies highlight the students’ engagement and interest in the taught content. Significant aspects of authenticity, student appreciation and empathic understanding were also noted through the respondents' comments spontaneously recorded in the responses form.