PIBID IN TEACHER TRAINING: A SYSTEMATIC REVIEW
The aim of this article is to understand how the scientific literature has approached the PIBID public policy and how it has dealt with the possible impacts on initial teacher training. The advances and setbacks of PIBID have been reflected in teacher training. This is a qualitative and descriptive...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Editora Autêntica |
| Repositorio: | Formação Docente (Associação Nacional de Pós-Graduação e Pesquisa em Educação) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.www.revformacaodocente.com.br:article/816 |
| Acceso en línea: | https://www.revformacaodocente.com.br/index.php/rbpfp/article/view/e816 |
| Access Level: | acceso abierto |
| Palabra clave: | PIBID Formação de professores Implementação Docência Teacher training Implementation Teaching Formación docente Implementación Enseñanza |
| Sumario: | The aim of this article is to understand how the scientific literature has approached the PIBID public policy and how it has dealt with the possible impacts on initial teacher training. The advances and setbacks of PIBID have been reflected in teacher training. This is a qualitative and descriptive study whose methodological instrument is a systematic review carried out on the Google Scholar and Scientific Electronic Library Online (SciELO) websites. The nine articles selected were grouped into three categories: implementation, teaching and training. It was found that PIBID provides an immersion in school culture that constitutes and strengthens the construction of teacher identity and the university-school partnership, although political changes and investment cuts can affect the teaching experience. |
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