Pedagogical Residency Program in the Initial Training of Physical Education Teachers in Remote Education: An experience report
The teaching experience in initial training plays an important role in improving pedagogical practices. In this sense, the Pedagogical Residency Program seeks to provide undergraduate students with immersion in school with a view to improving teaching practice. In this way, the study aimed to report...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Revista de Instrumentos, Modelos e Políticas em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/13586 |
| Acceso en línea: | https://revistas.uece.br/index.php/impa/article/view/13586 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensino remoto emergencial Programa Residência Pedagógica Educação Física Formação Inicial Emergency remote teaching Pedagogical Residency Program Physical education Initial formation |
| Sumario: | The teaching experience in initial training plays an important role in improving pedagogical practices. In this sense, the Pedagogical Residency Program seeks to provide undergraduate students with immersion in school with a view to improving teaching practice. In this way, the study aimed to report the experiences of students from the Degree in Physical Education course at the Federal Institute of Science and Technology of the State of Ceará (IFCE) in Module I of the Pedagogical Residency Program, during the Emergency Remote Teaching courses in Elementary I in a municipal school in the interior of Ceará. The study uses a qualitative approach through the narrative of an experience report. The activity was developed from October 2020 to March 2021. Based on the experiences reported, we realized that the Pedagogical Residency Program enabled the construction of teacher training and identity even in the face of challenges during Remote Teaching, thus contributing to the improvement of pedagogical practice during initial training. |
|---|