Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers

Detalhes bibliográficos
Autor(a) principal: Gimenes, Cristiane Camargo
Data de Publicação: 2014
Outros Autores: Almeida, Doris Bittencourt
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Diálogo
Texto Completo: https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/1492
Resumo: The work addresses the teacher education and its Institutional scholarship program meshes of initiation into Teaching/ PIBID. From the narratives of recent grads fellows, research examines the possible training experiencedbrands the PIBID Pedagogy/UFRGS. The survey results indicate that the project left marks on the formation of these teachers, among them, the development of autonomy and shared teaching as a support and recognition of the efficiency of this practice in the classroom.
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spelling Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachersExperiências Docentes no Programa Institucional de Bolsas de Iniciação à Docência: possíveis marcas na constituição das professorasTeacher Education; Institutional Scholarship Program Initiation into Teaching; SharedteachingEducação; Formação docenteFormação Docente; Programa Institucional de Bolsas de Iniciação à Docência; Docência CompartilhadaThe work addresses the teacher education and its Institutional scholarship program meshes of initiation into Teaching/ PIBID. From the narratives of recent grads fellows, research examines the possible training experiencedbrands the PIBID Pedagogy/UFRGS. The survey results indicate that the project left marks on the formation of these teachers, among them, the development of autonomy and shared teaching as a support and recognition of the efficiency of this practice in the classroom.O trabalho aborda a formação docente e seus entrelaçamentos ao Programa Institucional de Bolsas de Iniciação à Docência/PIBID. A partir das narrativas de bolsistas egressas, a investigação analisa as possíveis marcas da  formação vivenciadas no PIBID Pedagogia/UFRGS. Os resultados da pesquisa indicam que o Projeto deixou marcas na formação dessas professoras, entre elas, o desenvolvimento da autonomia e a docência compartilhada como um apoio e reconhecimento da eficiência dessa prática em sala de aula.Universidade LaSalle - Unilasalle CanoasGimenes, Cristiane CamargoAlmeida, Doris Bittencourt2014-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/149210.18316/1492Diálogo; n. 26 (2014); p. 25-362238-90241519-3640reponame:Revista Diálogoinstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/1492/1153info:eu-repo/semantics/openAccess2017-04-26T13:12:13Zoai:ojs.revistas.unilasalle.edu.br:article/1492Revistahttps://revistas.unilasalle.edu.br/index.php/DialogoONGhttps://revistas.unilasalle.edu.br/index.php/Dialogo/oairevistas@unilasalle.edu.br||dialogo@unilasalle.edu.br2238-90241519-3640opendoar:2017-04-26T13:12:13Revista Diálogo - Universidade La Salle (UNILASALLE)false
dc.title.none.fl_str_mv Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers

Experiências Docentes no Programa Institucional de Bolsas de Iniciação à Docência: possíveis marcas na constituição das professoras
title Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers
spellingShingle Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers
Gimenes, Cristiane Camargo
Teacher Education; Institutional Scholarship Program Initiation into Teaching; Sharedteaching
Educação; Formação docente
Formação Docente; Programa Institucional de Bolsas de Iniciação à Docência; Docência Compartilhada
title_short Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers
title_full Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers
title_fullStr Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers
title_full_unstemmed Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers
title_sort Teaching Experiences in Institutional Scholarship Program Avatar Initiations to Teaching: possible marks on constitution of the teachers
author Gimenes, Cristiane Camargo
author_facet Gimenes, Cristiane Camargo
Almeida, Doris Bittencourt
author_role author
author2 Almeida, Doris Bittencourt
author2_role author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Gimenes, Cristiane Camargo
Almeida, Doris Bittencourt
dc.subject.none.fl_str_mv


dc.subject.por.fl_str_mv Teacher Education; Institutional Scholarship Program Initiation into Teaching; Sharedteaching
Educação; Formação docente
Formação Docente; Programa Institucional de Bolsas de Iniciação à Docência; Docência Compartilhada
topic Teacher Education; Institutional Scholarship Program Initiation into Teaching; Sharedteaching
Educação; Formação docente
Formação Docente; Programa Institucional de Bolsas de Iniciação à Docência; Docência Compartilhada
description The work addresses the teacher education and its Institutional scholarship program meshes of initiation into Teaching/ PIBID. From the narratives of recent grads fellows, research examines the possible training experiencedbrands the PIBID Pedagogy/UFRGS. The survey results indicate that the project left marks on the formation of these teachers, among them, the development of autonomy and shared teaching as a support and recognition of the efficiency of this practice in the classroom.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-04
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://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/1492
10.18316/1492
url https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/1492
identifier_str_mv 10.18316/1492
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/1492/1153
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
dc.source.none.fl_str_mv Diálogo; n. 26 (2014); p. 25-36
2238-9024
1519-3640
reponame:Revista Diálogo
instname:Universidade La Salle (UNILASALLE)
instacron:UNILASALLE
instname_str Universidade La Salle (UNILASALLE)
instacron_str UNILASALLE
institution UNILASALLE
reponame_str Revista Diálogo
collection Revista Diálogo
repository.name.fl_str_mv Revista Diálogo - Universidade La Salle (UNILASALLE)
repository.mail.fl_str_mv revistas@unilasalle.edu.br||dialogo@unilasalle.edu.br
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