The supervising teacher and his understanding of the supervised internship
The present work aimed to understand how teachers of Ensino Fundamental II (elementary school) from the public school system of a municipality of the Zona da Mata of Alagoas acknowledge the supervised stage. The study was based on a field survey conducted in five schools of the investigated municipa...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Associação Brasileira de Ensino de Biologia (SBEnBio) |
| Repositorio: | Revista da SBEnBIO |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.renbio.org.br:article/137 |
| Acceso en línea: | https://renbio.org.br/index.php/sbenbio/article/view/137 |
| Access Level: | acceso abierto |
| Palabra clave: | Ambiente escolar Estagiário Experiência docente Percepção Professor colaborador Estágio supervisionado School environment Intern Teaching experience Perception Assistant Professor Supervised internship Interno Experiencia en la enseñanza Percepción Profesor colaborador Pasantía supervisada |
| Sumario: | The present work aimed to understand how teachers of Ensino Fundamental II (elementary school) from the public school system of a municipality of the Zona da Mata of Alagoas acknowledge the supervised stage. The study was based on a field survey conducted in five schools of the investigated municipality. It was possible to observe that among the teachers who participated in the research, 82.22% had the opportunity to follow trainees, and all of the teachers considered that the internship contributes to their teaching practice. However, it was noticeable that not all teachers are prepared for this experience. In this sense, we consider of utmost importance to invest in teacher training with a focus on the supervised internship and closer ties between educational institutions (school and higher education) involved in the training process. |
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