Dialogues between University and internship supervision in the degree in Chemistry
Teacher education cannot be dissociated from a reciprocal relationship between theory and practice. It is in the Supervised Internship where this encounter is most strongly felt. This study, carried out in 2022, focuses on understanding how the dialogic interaction between internship supervisors in...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Ensino em Perspectivas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/8861 |
| Acceso en línea: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8861 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de professores Supervisão de estágio Interação Teacher training Internship supervisor Interaction |
| Sumario: | Teacher education cannot be dissociated from a reciprocal relationship between theory and practice. It is in the Supervised Internship where this encounter is most strongly felt. This study, carried out in 2022, focuses on understanding how the dialogic interaction between internship supervisors in the degree in Chemistry and the University occurs. As methodological procedures, we used structured interviews through questionnaires with high school chemistry teachers who have already had the experience of receiving interns in their classes. The results of the research showed that even the Supervised Internship being an important factor for the formation of teachers, the dialogue between school and university is still precarious, constituting, many times, only through the interns or just by the exchange of offices. It is concluded that the interaction is insufficient for the good progress of the internship process. |
|---|