Initial teacher education in the supervised internship: creative pathways for future physics teachers

• Autor(a) principal: Testoni, Leonardo André
• Data de Publicação: 2022
• Outros Autores: Azevedo, Maria Nizete de, Linardi, Patrícia Rosana, Locatelli, Solange Wagner
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/86080
• topic: Formação Inicial Docente; Estágio Supervisionado; Ensino de Física; Initial Teacher Education; Supervised Internship; Physics Education

This article explores the context of the initial teacher education of physics teachers, more precisely with regard to the performance of supervised internship, this occurring in an oriented and investigative bias. Based on Neopiagetian references, this qualitative research sought to observe the path of a group of trainees in their practice at school., focusing on the paths chosen by the undergraduates to solve the dilemmas and challenges arising in the school environment. The analysis of the results demonstrated the importance of the sociocultural environment in teacher education, as a birth of sociocognitive conflicts, as well as the relevance of a good pedagogical repertoire and a closer relationship between university and school to cope with such conflicting situations.