Conception of Biological Sciences Teaching Undergraduates about the Supervised Curriculum Internship and its Collaboration to the Teacher’s Identity Construction
DOI:
https://doi.org/10.35819/tear.v11.n1.a5446Abstract
Abstract: The construction of the Teaching Identity (TI) during the initial training course requires knowledge constituted by the relationship between the knowledge of the educational institutions and the knowledge developed in the daily school life context, provided by teaching practice. Thus, this study has as objective the identification of the challenges and perspectives, from perception of Biological Sciences teaching undergraduates of a public university in Bahia, for the construction of the TI during the Supervised Curriculum Internship (SCI). As for the methodological approach, it is a qualitative investigation. The data collection instruments were document analysis and a questionnaire. Containing objective and subjective questions, the questionnaire was sent to fourteen students of the referred course through Google Forms. The data were analyzed in the light of content analysis, and, after a careful reading of the material, they were organized into two categories of analysis: the development of the undergraduates during the SCI and the relationship between undergraduate and supervisor professor at the SCI. As for the moment of the SCI, the undergraduates confirmed its importance when acquiring specific knowledge of the practice, and that these knowledge are fundamental for the construction of the TI, nevertheless they highlighted some limitations during the period of the SCI. Regarding the collaboration of the supervisor professor, they indicated that the participation of this professional is not restricted to aspects related to teaching practice, as the intern establishes relationships with this professional that dialogue directly with the choice of teaching.
Keywords: Initial Training. Supervised Curriculum Internship. Teacher Identity.
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