Experiences of formation: reflections on the professional development of teachers in PIBID – Ceará
This article deals with the Professional Development of Teachers in relation to the experiences of supervising teachers in the Institutional Program of Scholarships for Initiation to Teaching (PIBID) in Ceará. The objective of the work is to identify aspects of the formative experience of PIBID that...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Trabalho & Educação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/32734 |
| Acesso em linha: | https://periodicos.ufmg.br/index.php/trabedu/article/view/32734 |
| Access Level: | acceso abierto |
| Palavra-chave: | Formação de professores Desenvolvimento Profissional Docente PIBID Teacher training Teacher’s Professional Development |
| Resumo: | This article deals with the Professional Development of Teachers in relation to the experiences of supervising teachers in the Institutional Program of Scholarships for Initiation to Teaching (PIBID) in Ceará. The objective of the work is to identify aspects of the formative experience of PIBID that contribute to the Teacher Professional Development in Basic Education in Ceará. This is an exploratory research of a qualitative and interdisciplinary nature with theoretical and methodological contributions from the fields of history and education in the hermeneutic-dialectical modality. The data were collected through semi-structured interviews and examined based on the thematic categorization process. The reports reinforce the PIBID as an important public policy that fosters the Professional Development of Teachers, as a political-pedagogical action that enables teachers to develop their professional and intellectual capacities, as well as their personal fulfillment within the profession. |
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