The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis

Detalhes bibliográficos
Autor(a) principal: Santos, Victor Hugo Paes de Magalhães dos
Data de Publicação: 2020
Outros Autores: Souza, Tamyres Bernardo de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/6918
Resumo: Teacher training, specifically, the supervised internship, has been the subject of discussion among several researchers in the fields of teaching and education in Brazil for a long time. In order to understand the perception that graduates of the Chemistry Degree course at IFRJ, Nilópolis campus, have on the contribution and importance of the Supervised Internship in their teacher training, in several aspects, this work was carried out. This research is a qualitative investigation carried out with students who attended at least one of the three mandatory supervised internships offered in the course. The data collection instrument used was an open questionnaire, consisting of five open questions, and the methodology used in the research was Content Analysis, according to Bardin, which predicts the categorization of the content of the answers obtained by the frequency of the appearance of terms equal to or terms with the same semantic content. Through the analysis of the research results it was possible to conclude that the future teachers understand the supervised internship, in most cases, as the practical part of their training course. The supervised internship should be understood by future teachers as a space that allows the construction of the teaching identity and moments of reflection on the teaching practice.
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spelling The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – NilópolisLa práctica supervisada como espacio de reflexión sobre las prácticas de enseñanza en la formación inicial de profesores de química em Instituto Federal do Rio de Janeiro (IFRJ) - NilópolisO estágio supervisionado como espaço de reflexão sobre a práxis docente na formação inicial de professores de química do Instituto Federal do Rio de Janeiro (IFRJ) - NilópolisEstágio supervisionadoFormação de professoresPráxis docenteEnsino. Práctica supervisadaFormación de profesoresLa enseñanza de la praxisEnsenãnza.Supervised internshipTeacher trainingTeaching praxis.Teaching.Teacher training, specifically, the supervised internship, has been the subject of discussion among several researchers in the fields of teaching and education in Brazil for a long time. In order to understand the perception that graduates of the Chemistry Degree course at IFRJ, Nilópolis campus, have on the contribution and importance of the Supervised Internship in their teacher training, in several aspects, this work was carried out. This research is a qualitative investigation carried out with students who attended at least one of the three mandatory supervised internships offered in the course. The data collection instrument used was an open questionnaire, consisting of five open questions, and the methodology used in the research was Content Analysis, according to Bardin, which predicts the categorization of the content of the answers obtained by the frequency of the appearance of terms equal to or terms with the same semantic content. Through the analysis of the research results it was possible to conclude that the future teachers understand the supervised internship, in most cases, as the practical part of their training course. The supervised internship should be understood by future teachers as a space that allows the construction of the teaching identity and moments of reflection on the teaching practice.La formación de docentes, específicamente, la práctica supervisada, ha sido objeto de discusión entre varios investigadores en los campos de la enseñanza y la educación en Brasil durante mucho tiempo. Con el fin de comprender la percepción que los graduados del curso de Química en la IFRJ, campus de Nilópolis, tienen sobre la contribución y la importancia de la práctica supervisada en su formación docente, en varios aspectos, este trabajo se llevó a cabo. Esta investigación es una investigación cualitativa realizada con estudiantes que asistieron al menos a una de las tres práctica supervisadas obligatorias ofrecidas en el curso. El instrumento de recopilación de datos utilizado fue un cuestionario abierto, que consta de cinco preguntas abiertas, y la metodología utilizada en la investigación fue el Análisis de contenido, según Bardin, que predice la categorización del contenido de las respuestas obtenidas por la frecuencia de aparición de términos iguales o términos con el mismo contenido semántico. A través del análisis de los resultados de la investigación, se concluyó que los futuros docentes entienden la práctica supervisada, en la mayoría de los casos, como la parte práctica de su curso de capacitación. La práctica debe ser entendido por los futuros docentes como un espacio que permita la construcción de la identidad docente y los momentos de reflexión sobre la práctica docente.A formação de professores, em específico, o estágio supervisionado, é alvo de discussão entre diversos pesquisadores das áreas de ensino e educação no Brasil há muito tempo. Com o objetivo de compreender a percepção que os licenciandos do curso de Licenciatura em Química do IFRJ, campus Nilópolis, possuem sobre a contribuição e importância do Estágio Supervisionado em sua formação docente, em diversos aspectos, realizou-se o presente trabalho. Esta pesquisa trata-se de uma investigação qualitativa realizada com alunos que cursaram pelo menos um dos três estágios supervisionados obrigatórios oferecidos no curso. O instrumento de coleta de dados utilizado foi um questionário aberto, constituído por cinco perguntas abertas, e a metodologia empregada na pesquisa foi a Análise de Conteúdo, segundo Bardin, que prediz a categorização do conteúdo das respostas obtidas por frequência de aparecimento de termos iguais ou termos com mesmo conteúdo semântico. Através da análise dos resultados da pesquisa pôde-se concluir que os futuros docentes compreendem o estágio supervisionado, na maioria das vezes, como a parte prática do seu curso de formação. O estágio deve ser entendido pelos futuros docentes como um espaço que propicia a construção da identidade docente e momentos de reflexão sobre a prática docente.Research, Society and Development2020-08-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/691810.33448/rsd-v9i9.6918Research, Society and Development; Vol. 9 No. 9; e391996918Research, Society and Development; Vol. 9 Núm. 9; e391996918Research, Society and Development; v. 9 n. 9; e3919969182525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/6918/6551Copyright (c) 2020 Victor Hugo Paes de Magalhães dos Santos, Tamyres Bernardo de Souzahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Victor Hugo Paes de Magalhães dosSouza, Tamyres Bernardo de2020-09-18T01:42:11Zoai:ojs.pkp.sfu.ca:article/6918Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:29:51.662808Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
La práctica supervisada como espacio de reflexión sobre las prácticas de enseñanza en la formación inicial de profesores de química em Instituto Federal do Rio de Janeiro (IFRJ) - Nilópolis
O estágio supervisionado como espaço de reflexão sobre a práxis docente na formação inicial de professores de química do Instituto Federal do Rio de Janeiro (IFRJ) - Nilópolis
title The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
spellingShingle The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
Santos, Victor Hugo Paes de Magalhães dos
Estágio supervisionado
Formação de professores
Práxis docente
Ensino.
Práctica supervisada
Formación de profesores
La enseñanza de la praxis
Ensenãnza.
Supervised internship
Teacher training
Teaching praxis.
Teaching.
title_short The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
title_full The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
title_fullStr The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
title_full_unstemmed The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
title_sort The supervised internship as space for reflection on teaching practices in the initial training of chemistry teachers at Federal Institute of Rio de Janeiro (IFRJ) – Nilópolis
author Santos, Victor Hugo Paes de Magalhães dos
author_facet Santos, Victor Hugo Paes de Magalhães dos
Souza, Tamyres Bernardo de
author_role author
author2 Souza, Tamyres Bernardo de
author2_role author
dc.contributor.author.fl_str_mv Santos, Victor Hugo Paes de Magalhães dos
Souza, Tamyres Bernardo de
dc.subject.por.fl_str_mv Estágio supervisionado
Formação de professores
Práxis docente
Ensino.
Práctica supervisada
Formación de profesores
La enseñanza de la praxis
Ensenãnza.
Supervised internship
Teacher training
Teaching praxis.
Teaching.
topic Estágio supervisionado
Formação de professores
Práxis docente
Ensino.
Práctica supervisada
Formación de profesores
La enseñanza de la praxis
Ensenãnza.
Supervised internship
Teacher training
Teaching praxis.
Teaching.
description Teacher training, specifically, the supervised internship, has been the subject of discussion among several researchers in the fields of teaching and education in Brazil for a long time. In order to understand the perception that graduates of the Chemistry Degree course at IFRJ, Nilópolis campus, have on the contribution and importance of the Supervised Internship in their teacher training, in several aspects, this work was carried out. This research is a qualitative investigation carried out with students who attended at least one of the three mandatory supervised internships offered in the course. The data collection instrument used was an open questionnaire, consisting of five open questions, and the methodology used in the research was Content Analysis, according to Bardin, which predicts the categorization of the content of the answers obtained by the frequency of the appearance of terms equal to or terms with the same semantic content. Through the analysis of the research results it was possible to conclude that the future teachers understand the supervised internship, in most cases, as the practical part of their training course. The supervised internship should be understood by future teachers as a space that allows the construction of the teaching identity and moments of reflection on the teaching practice.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-22
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://rsdjournal.org/index.php/rsd/article/view/6918
10.33448/rsd-v9i9.6918
url https://rsdjournal.org/index.php/rsd/article/view/6918
identifier_str_mv 10.33448/rsd-v9i9.6918
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/6918/6551
dc.rights.driver.fl_str_mv Copyright (c) 2020 Victor Hugo Paes de Magalhães dos Santos, Tamyres Bernardo de Souza
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Victor Hugo Paes de Magalhães dos Santos, Tamyres Bernardo de Souza
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 9; e391996918
Research, Society and Development; Vol. 9 Núm. 9; e391996918
Research, Society and Development; v. 9 n. 9; e391996918
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052655956131840

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