The process of basic education teacher training within a teaching school elementary: the look of undergraduate about to be a teacher and professional practice

• Autor(a) principal: Souto, Kely Cristina Nogueira
• Data de Publicação: 2016
• Outros Autores: Esteves, Manuela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/9063
• topic: Teacher Training. Introduction to Teaching Practice. Theory and Practice in Teaching.; Formación del profesorado. Introducción a la práctica de la enseñanza. Relación entre la teoría y la práctica en la enseñanza.; Formação Docente. Iniciação à Prática Docente. Relação Teoria-Prática na Docência.

This study developed within an elementary school with undergraduate students, teachers-to-be, sought to understand the meaning of a Teacher Development Program, Immersion Teaching, sponsored by a federal university in Brazil. The qualitative research included conducting a series of interviews with 14 undergraduate students focusing on two central questions: how students conceive this training space and how they build their references about what is to be a teacher in an institutional setting? As is constituted and sets the teaching for future teachers? We present the results corresponding to interviews with undergraduate students who worked with teachers of the 1st Cycle of Human Development. Data were analyzed using the thematic content analysis technique (Bardin, 1998; Bogdan and Biklen, 1994). The content analysis included different phases: pre-analysis, material exploration and finally categorization of data. The theoretical framework was based on studies that focus attention on understanding the actions, projects and teacher training conceptions, as developed by Alves-Mazotti (2008), Andrew (2001), Mizukami (2004), Diniz-Pereira (2014), Garrido and Brzezinski (2006), Lüdke (2001), Marcelo Garcia (1992) among others.