Trajectories of Supervising Teachers of Supervised Internships: views of themselves
This article analyzes the experiences of Supervising Teachers of Supervised Internships in the Mathematics Degree program, focusing on their self-perceptions regarding the role they play in the training of future teachers. The research is based on semi-structured, in-depth interviews with two teache...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista Baiana de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/21734 |
| Acceso en línea: | https://www.revistas.uneb.br/baeducmatematica/article/view/21734 |
| Access Level: | acceso abierto |
| Palabra clave: | Professor Supervisor Estágio Supervisionado Formação de Professores de Matemática Supervising Teacher Supervised Internship Mathematics Teacher Education Profesor Supervisor Práctica Supervisada Formación de Profesores de Matemáticas |
| Sumario: | This article analyzes the experiences of Supervising Teachers of Supervised Internships in the Mathematics Degree program, focusing on their self-perceptions regarding the role they play in the training of future teachers. The research is based on semi-structured, in-depth interviews with two teachers working in schools in Rio de Janeiro. The data analysis aimed to capture the subjectivities and experiences of the interviewees, identifying thematic categories related to the internship in teacher education and the articulation between theory and practice. The results highlight the importance of the supervised internship as a space for integral training, emphasizing the active role of the Supervising Teacher in mediating between the theoretical knowledge acquired at the university and the concrete pedagogical practices of the classroom. The study also reveals that the internship experience can promote a reinterpretation of the theory-practice duality, contributing to the construction of a more robust professional identity, one that is conscious of the demands of everyday school life. It is concluded that the Supervising Teacher can play an important role in the development of pedagogical competencies and reflections that directly impact the quality of initial teacher education. |
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