Teacher training in federal institutes and the learning of teaching in practice as a curricular component
This article deals with an investigation on the induction to teaching in disciplines that offer the practice as a curricular component (PCC) in the context of a Federal Institute of Education. In this work we focus on the current work model of PCCs, suggesting some possible means to articulate them...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Pro-Posições (Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8668336 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668336 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação inicial de professores Prática curricular Inserção à docência Estágio Formación inicial del profesorado Práctica curricular Inserción en la docencia Prácticas Initial teacher training Curricular practice Insertion into teaching |
| Sumario: | This article deals with an investigation on the induction to teaching in disciplines that offer the practice as a curricular component (PCC) in the context of a Federal Institute of Education. In this work we focus on the current work model of PCCs, suggesting some possible means to articulate them with basic education. Data consisted of institutional documents and narratives of undergraduate students of Chemistry and Biology. The initial results indicate that the PCCs comply with Brazilian legislation regarding academic load, institutions implemented several significant practices such as the construction of models, experiments, games, and practical classes. However, they also present weaknesses as to the overvaluation of specific knowledge formation to the detriment of teaching training. |
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