The Physics Teaching Practice course and the student-teachers’ activity in the beginning of the supervised practicum at schools

• Autor(a) principal: Silva, Glauco dos Santos Ferreira
• Data de Publicação: 2021
• Outros Autores: Villani, Alberto
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/83165

This paper aims to present the development of the Physics Teaching Practice (PTP) course to discuss and analyze the activity of student-teachers who were starting their practicum in schools. This course, the object of our analysis, is part of the curriculum of a Physics Teacher Education Program at a Brazilian public university. This work is based on a qualitative approach and uses video recordings to record the events of the classes held during an entire academic year, when the student-teachers were initiating their practicum in schools. Our discussion and analysis are based on the Activity Theory, specifically on the concept of objectification, in such a way that we argue that the school becomes the object of the student-teachers’ activity. Thus, we focus on the PTP classes at the university and on the changes in the development of the course that occurred throughout the year. The identification of changes is due to the characterization of the PTP course in three distinct moments that, following a chronological sequence, indicate that the student-teachers experienced a process of changing perspectives from student-teacher to teacher, considering the change in needs that happened due to the beginning of the practicum at the schools. Accordingly, from this discussion, we point out to the importance of the school in the process of learning and becoming a Physics teacher.