Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.

Detalhes bibliográficos
Autor(a) principal: Menezes, João Paulo Cunha
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Amazônia (Universidade Federal do Pará. Online)
Texto Completo: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/14216
Resumo: During their initial teacher education, student teachers find a sense of purpose in the teaching profession through their internship. However, the situation of teacher education has undergone modifications due to the health crisis caused by the COVID-19 pandemic. The study aimed to investigate the challenges and opportunities that arose during the development of activities in the mandatory supervised internship for undergraduate students. The students were invited to share their experiences through a digital narrative. A textual discursive analysis of their narratives was conducted. Four main themes were identified: insecurity in remote teaching, practice without practice, adaptation to the new scenario, and the formation of the professional teaching identity. The students' narratives suggest that, after an initial period of uncertainty, they adapted to the situation and found a way forward, supported by strong relationships.
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spelling Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.Estágio Supervisionado Síncrono: desenvolvimento das habilidades pedagógicas e Identidade do Profissional no Ensino de CiênciasTeacher professional identity; initial teacher education; science education; COVID-19.Identidade do profissional docente; formação Inicial; ensino de ciências; COVID-19.During their initial teacher education, student teachers find a sense of purpose in the teaching profession through their internship. However, the situation of teacher education has undergone modifications due to the health crisis caused by the COVID-19 pandemic. The study aimed to investigate the challenges and opportunities that arose during the development of activities in the mandatory supervised internship for undergraduate students. The students were invited to share their experiences through a digital narrative. A textual discursive analysis of their narratives was conducted. Four main themes were identified: insecurity in remote teaching, practice without practice, adaptation to the new scenario, and the formation of the professional teaching identity. The students' narratives suggest that, after an initial period of uncertainty, they adapted to the situation and found a way forward, supported by strong relationships.Os professores em formação inicial encontram, no estágio, um sentido para a profissão docente. No entanto, a situação da formação dos professores sofreu modificações devido à crise de saúde provocada pela pandemia do COVID-19. O estudo teve como objetivo investigar quais desafios e oportunidades surgiram durante o desenvolvimento das atividades do estágio supervisionado obrigatório na prática de estudantes de licenciatura. Os estudantes foram convidados a relatar suas experiências por meio de uma narrativa digital. Foi realizada uma análise textual discursiva de suas narrativas. Quatro temas principais foram identificados: insegurança no ensino remoto, a prática sem prática, a adaptação ao novo cenário e a formação da identidade profissional docente. As narrativas dos licenciandos sugerem que, após um período inicial de incerteza, eles se adaptaram à situação e encontraram um caminho a seguir, apoiados em relacionamentos fortes.Universidade Federal do ParáMenezes, João Paulo Cunha2023-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/1421610.18542/amazrecm.v19i42.14216Amazônia: Revista de Educação em Ciências e Matemáticas; v. 19, n. 42 (2023); 134-147Amazônia - Journal of Science and Mathematics Education; v. 19, n. 42 (2023); 134-1472317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAporhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/14216/10336/*ref*/ANDERSON, L. M.; STILLMAN, J. A. Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, v. 83, n. 1, p. 3-69, 2013./*ref*/AVILES, I. E. C; GALEMBECK, E. Formação de professores de ciências em tempos de pandemia: uma estratégia de EAD sobre enfoques construtivistas e remotos do laboratório didático de ciências. Amazônia: Revista de Educação em Ciências e Matemáticas, v. 17, n. 39, p. 201-216, 2021./*ref*/BARZILAY, R. et al. Resilience, COVID-19-related stress, anxiety and depression during the pandemic in a large population enriched for healthcare providers. Translational psychiatry, v. 10, n. 1, p. 1-8, 2020./*ref*/BEAUCHAMP, C.; THOMAS, L. Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, v. 39, n. 2, p. 175-189, 2009./*ref*/BEIJAARD, D.; MEIJER, P. C.; VERLOOP, N. Reconsidering research on teachers’ professional identity. Teaching and teacher education, v. 20, n. 2, p. 107-128, 2004./*ref*/BLACK, S. Technology Can Enhance and Enrich Pedagogy. But Online Learning, Especially Non-contact Online Learning, Loses Many of the Critical Acts and Responses of the Teacher as Mediator of Knowledge and Understanding: It Throttles Pedagogical Practice, 2020./*ref*/BRASIL. Lei nº 9.394, de de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. Brasília, DF: Presidência da República, 1996. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l9394.htm. Acesso em: 16 jun. 2021./*ref*/BULLOUGH JR, R. V. Case records as personal teaching texts for study in preservice teacher education. Teaching and Teacher Education, v. 9, n. 4, p. 385-396, 1993./*ref*/CHU, Y. Preservice teachers learning to teach and developing teacher identity in a teacher residency. Teaching Education, p. 1-17, 2020./*ref*/DARLING-HAMMOND, L. Teacher education around the world: What can we learn from international practice?. European journal of teacher education, v. 40, n. 3, p. 291-309, 2017./*ref*/EDWARDS, A.; D'ARCY, C. Relational agency and disposition in sociocultural accounts of learning to teach. Educational review, v. 56, n. 2, p. 147-155, 2004./*ref*/FEITOSA, R. A.; LEITE, R. C. M. A formação de professores de ciências baseada em uma associação de companheiros de ofício. Ensaio Pesquisa em Educação em Ciências, v. 14, n. 1, p. 35-50, 2012./*ref*/FERRAZ, D. F.; NUNES, R. R.; CARLETTO, M. R.; FRANCISCO, A. C. Princípios orientadores da formação e profissionalização docente durante a iniciação à docência no estado do Paraná. Revista de Ensino de Ciências e Matemática. v. 11, n.7, p. 298-318, 2020./*ref*/FLORES, M. A. Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, v. 46, n. 2, p. 145-158, 2020./*ref*/FLORES, M.; GAGO, M. Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, v. 46, n. 4, p. 507-516, 2020./*ref*/HEIKONEN, L. et al. Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, v. 43, n. 5, p. 534-549, 2017./*ref*/HIRSCHKORN, M. Student–teacher relationships and teacher induction: Ben's story. Teacher Development, v. 13, n. 3, p. 205-217, 2009./*ref*/HOLLAND, D. C. et al. Identity and agency in cultural worlds. Harvard University Press, 2001./*ref*/HONG, J. Y. Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, v. 26, n. 8, p. 1530-1543, 2010./*ref*/HONG, Ji; GREENE, B.; LOWERY, J. Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, v. 43, n. 1, p. 84-98, 2017./*ref*/KIM, L. E.; ASBURY, K.. ‘Like a rug had been pulled from under you’: The impact of COVID?19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, v. 90, n. 4, p. 1062-1083, 2020./*ref*/KORTHAGEN, F. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and teacher education, v. 20, n. 1, p. 77-97, 2004./*ref*/KORTHAGEN, F. Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, v. 23, n. 4, p. 387-405, 2017./*ref*/LA VELLE, L. et al. Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, v. 46, n. 4, p. 596-608, 2020./*ref*/LAMOTE, C.; ENGELS, N. The development of student teachers’ professional identity. European journal of teacher education, v. 33, n. 1, p. 3-18, 2010./*ref*/LAVE, J.; WENGER, E. Situated learning: Legitimate peripheral participation. Cambridge university press, 1991./*ref*/MELE, E. et al. Beyond technical learning: Internship as a liminal zone on the way to become a psychologist. Learning, Culture and Social Interaction, v. 28, p. 100487, 2021./*ref*/MENEZES, J. P. C. Relação das crenças de autoeficácia com as emoções, estratégias de enfrentamento e inteligência emocional na Formação Inicial de Professores. Góndola, Enseñanza y Aprendizaje de las Ciencias, v. 17, n. 2, p. 317-331, 2022./*ref*/MORAES, Roque. Uma tempestade de luz: a compreensão possibilitada pela análise textual discursiva. Ciência & Educação, v. 9, n. 02, p. 191-211, 2003./*ref*/NICKEL, J.; ZIMMER, J. Professional identity in graduating teacher candidates. Teaching Education, v. 30, n. 2, p. 145-159, 2019./*ref*/SILVA, D. P. Ensino remoto emergencial em matemática e o Milieu didático-virtual: uma reflexão teórico-propositiva em contexto institucional e adverso. Amazónia: Revista de educação em ciências e matemáticas, v. 17, n. 39, p. 288-308, 2021./*ref*/ROBINSON, M.; RUSZNYAK, L. Learning to teach without school-based experience: conundrums and possibilities in a South African context. Journal of Education for Teaching, v. 46, n. 4, p. 517-527, 2020./*ref*/SEPULVEDA-ESCOBAR, P.; MORRISON, A. Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, v. 43, n. 4, p. 587-607, 2020./*ref*/SMITH, K.; LEV?ARI, L. The place of the practicum in pre?service teacher education: The voice of the students. Asia?Pacific Journal of Teacher Education, v. 33, n. 3, p. 289-302, 2005./*ref*/STENBERG, K. et al. Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, v. 37, n. 2, p. 204-219, 2014./*ref*/VELDMAN, I. et al. Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, v. 32, p. 55-65, 2013./*ref*/WEINSTEIN, C. S. I want to be nice, but I have to be mean: Exploring prospective teachers' conceptions of caring and order. Teaching and teacher education, v. 14, n. 2, p. 153-163, 1998.Direitos autorais 2023 Amazônia: Revista de Educação em Ciências e Matemáticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2023-08-24T13:42:52Zoai:ojs.periodicos.ufpa.br:article/14216Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2023-08-24T13:42:52Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false
dc.title.none.fl_str_mv Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
Estágio Supervisionado Síncrono: desenvolvimento das habilidades pedagógicas e Identidade do Profissional no Ensino de Ciências
title Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
spellingShingle Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
Menezes, João Paulo Cunha
Teacher professional identity; initial teacher education; science education; COVID-19.
Identidade do profissional docente; formação Inicial; ensino de ciências; COVID-19.
title_short Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
title_full Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
title_fullStr Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
title_full_unstemmed Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
title_sort Supervised Synchronous Internship: Development of Pedagogical Skills and Professional Identity in Science Education.
author Menezes, João Paulo Cunha
author_facet Menezes, João Paulo Cunha
author_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Menezes, João Paulo Cunha
dc.subject.por.fl_str_mv Teacher professional identity; initial teacher education; science education; COVID-19.
Identidade do profissional docente; formação Inicial; ensino de ciências; COVID-19.
topic Teacher professional identity; initial teacher education; science education; COVID-19.
Identidade do profissional docente; formação Inicial; ensino de ciências; COVID-19.
description During their initial teacher education, student teachers find a sense of purpose in the teaching profession through their internship. However, the situation of teacher education has undergone modifications due to the health crisis caused by the COVID-19 pandemic. The study aimed to investigate the challenges and opportunities that arose during the development of activities in the mandatory supervised internship for undergraduate students. The students were invited to share their experiences through a digital narrative. A textual discursive analysis of their narratives was conducted. Four main themes were identified: insecurity in remote teaching, practice without practice, adaptation to the new scenario, and the formation of the professional teaching identity. The students' narratives suggest that, after an initial period of uncertainty, they adapted to the situation and found a way forward, supported by strong relationships.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-28
dc.type.none.fl_str_mv
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.ufpa.br/index.php/revistaamazonia/article/view/14216
10.18542/amazrecm.v19i42.14216
url https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/14216
identifier_str_mv 10.18542/amazrecm.v19i42.14216
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/14216/10336
/*ref*/ANDERSON, L. M.; STILLMAN, J. A. Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, v. 83, n. 1, p. 3-69, 2013.
/*ref*/AVILES, I. E. C; GALEMBECK, E. Formação de professores de ciências em tempos de pandemia: uma estratégia de EAD sobre enfoques construtivistas e remotos do laboratório didático de ciências. Amazônia: Revista de Educação em Ciências e Matemáticas, v. 17, n. 39, p. 201-216, 2021.
/*ref*/BARZILAY, R. et al. Resilience, COVID-19-related stress, anxiety and depression during the pandemic in a large population enriched for healthcare providers. Translational psychiatry, v. 10, n. 1, p. 1-8, 2020.
/*ref*/BEAUCHAMP, C.; THOMAS, L. Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, v. 39, n. 2, p. 175-189, 2009.
/*ref*/BEIJAARD, D.; MEIJER, P. C.; VERLOOP, N. Reconsidering research on teachers’ professional identity. Teaching and teacher education, v. 20, n. 2, p. 107-128, 2004.
/*ref*/BLACK, S. Technology Can Enhance and Enrich Pedagogy. But Online Learning, Especially Non-contact Online Learning, Loses Many of the Critical Acts and Responses of the Teacher as Mediator of Knowledge and Understanding: It Throttles Pedagogical Practice, 2020.
/*ref*/BRASIL. Lei nº 9.394, de de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. Brasília, DF: Presidência da República, 1996. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l9394.htm. Acesso em: 16 jun. 2021.
/*ref*/BULLOUGH JR, R. V. Case records as personal teaching texts for study in preservice teacher education. Teaching and Teacher Education, v. 9, n. 4, p. 385-396, 1993.
/*ref*/CHU, Y. Preservice teachers learning to teach and developing teacher identity in a teacher residency. Teaching Education, p. 1-17, 2020.
/*ref*/DARLING-HAMMOND, L. Teacher education around the world: What can we learn from international practice?. European journal of teacher education, v. 40, n. 3, p. 291-309, 2017.
/*ref*/EDWARDS, A.; D'ARCY, C. Relational agency and disposition in sociocultural accounts of learning to teach. Educational review, v. 56, n. 2, p. 147-155, 2004.
/*ref*/FEITOSA, R. A.; LEITE, R. C. M. A formação de professores de ciências baseada em uma associação de companheiros de ofício. Ensaio Pesquisa em Educação em Ciências, v. 14, n. 1, p. 35-50, 2012.
/*ref*/FERRAZ, D. F.; NUNES, R. R.; CARLETTO, M. R.; FRANCISCO, A. C. Princípios orientadores da formação e profissionalização docente durante a iniciação à docência no estado do Paraná. Revista de Ensino de Ciências e Matemática. v. 11, n.7, p. 298-318, 2020.
/*ref*/FLORES, M. A. Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, v. 46, n. 2, p. 145-158, 2020.
/*ref*/FLORES, M.; GAGO, M. Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, v. 46, n. 4, p. 507-516, 2020.
/*ref*/HEIKONEN, L. et al. Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, v. 43, n. 5, p. 534-549, 2017.
/*ref*/HIRSCHKORN, M. Student–teacher relationships and teacher induction: Ben's story. Teacher Development, v. 13, n. 3, p. 205-217, 2009.
/*ref*/HOLLAND, D. C. et al. Identity and agency in cultural worlds. Harvard University Press, 2001.
/*ref*/HONG, J. Y. Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, v. 26, n. 8, p. 1530-1543, 2010.
/*ref*/HONG, Ji; GREENE, B.; LOWERY, J. Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, v. 43, n. 1, p. 84-98, 2017.
/*ref*/KIM, L. E.; ASBURY, K.. ‘Like a rug had been pulled from under you’: The impact of COVID?19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, v. 90, n. 4, p. 1062-1083, 2020.
/*ref*/KORTHAGEN, F. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and teacher education, v. 20, n. 1, p. 77-97, 2004.
/*ref*/KORTHAGEN, F. Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, v. 23, n. 4, p. 387-405, 2017.
/*ref*/LA VELLE, L. et al. Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, v. 46, n. 4, p. 596-608, 2020.
/*ref*/LAMOTE, C.; ENGELS, N. The development of student teachers’ professional identity. European journal of teacher education, v. 33, n. 1, p. 3-18, 2010.
/*ref*/LAVE, J.; WENGER, E. Situated learning: Legitimate peripheral participation. Cambridge university press, 1991.
/*ref*/MELE, E. et al. Beyond technical learning: Internship as a liminal zone on the way to become a psychologist. Learning, Culture and Social Interaction, v. 28, p. 100487, 2021.
/*ref*/MENEZES, J. P. C. Relação das crenças de autoeficácia com as emoções, estratégias de enfrentamento e inteligência emocional na Formação Inicial de Professores. Góndola, Enseñanza y Aprendizaje de las Ciencias, v. 17, n. 2, p. 317-331, 2022.
/*ref*/MORAES, Roque. Uma tempestade de luz: a compreensão possibilitada pela análise textual discursiva. Ciência & Educação, v. 9, n. 02, p. 191-211, 2003.
/*ref*/NICKEL, J.; ZIMMER, J. Professional identity in graduating teacher candidates. Teaching Education, v. 30, n. 2, p. 145-159, 2019.
/*ref*/SILVA, D. P. Ensino remoto emergencial em matemática e o Milieu didático-virtual: uma reflexão teórico-propositiva em contexto institucional e adverso. Amazónia: Revista de educação em ciências e matemáticas, v. 17, n. 39, p. 288-308, 2021.
/*ref*/ROBINSON, M.; RUSZNYAK, L. Learning to teach without school-based experience: conundrums and possibilities in a South African context. Journal of Education for Teaching, v. 46, n. 4, p. 517-527, 2020.
/*ref*/SEPULVEDA-ESCOBAR, P.; MORRISON, A. Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, v. 43, n. 4, p. 587-607, 2020.
/*ref*/SMITH, K.; LEV?ARI, L. The place of the practicum in pre?service teacher education: The voice of the students. Asia?Pacific Journal of Teacher Education, v. 33, n. 3, p. 289-302, 2005.
/*ref*/STENBERG, K. et al. Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, v. 37, n. 2, p. 204-219, 2014.
/*ref*/VELDMAN, I. et al. Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, v. 32, p. 55-65, 2013.
/*ref*/WEINSTEIN, C. S. I want to be nice, but I have to be mean: Exploring prospective teachers' conceptions of caring and order. Teaching and teacher education, v. 14, n. 2, p. 153-163, 1998.
dc.rights.driver.fl_str_mv Direitos autorais 2023 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2023 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Federal do Pará
publisher.none.fl_str_mv Universidade Federal do Pará
dc.source.none.fl_str_mv Amazônia: Revista de Educação em Ciências e Matemáticas; v. 19, n. 42 (2023); 134-147
Amazônia - Journal of Science and Mathematics Education; v. 19, n. 42 (2023); 134-147
2317-5125
1980-5128
reponame:Amazônia (Universidade Federal do Pará. Online)
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