A formação inicial de professores de inglês como espaço para a (re)construção de identidades

Pós-graduação em Estudos Linguísticos - IBILCE

O ensino de línguas próximas (português e espanhol) em diferentes contextos (sala de aula e teletandem): contribuições para a formação inicial do professor de línguas

Neste artigo, temos por objetivo apresentar resultados parciais de um projeto de pesquisa institucional em Linguística Aplicada, no qual se busca compreender como ocorre a prática inicial docente em contextos diversamente configurados de ensino/aprendizagem de língua estrangeira (presencial e virtual), bem como de que maneira esses contextos podem se favorecer mutuamente e favorecer a formação reflexiva e crítica do professor de línguas, em/para um mundo contemporâneo. É possível perceber a atitude reflexiva de uma professora de língua estrangeira em formação inicial, especialmente quanto a ensinar e aprender línguas tipologicamente próximas como o português e o espanhol. Os resultados indicam que a experiência de vivenciar a dinâmica de um contexto didático convencional de ensino de línguas (sala de aula), ao lado da experiência de ensinar sua língua materna em um contexto de configurações didáticas inovadoras (teletandem), foi especialmente importante para a formação crítica da futura professora de línguas e para a conscientização sobre a prática de ensinar línguas irmãs em tempos de inovação tecnológica.

O saber experiencial na formação inicial de professores a partir das atividades de iniciação à docência no subprojeto de química do PIBID da Unesp de Araraquara

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Trabalho com projetos na formação inicial de professores de matemática na perspectiva da educação inclusiva

Pós-graduação em Educação Matemática - IGCE

Formação inicial de professores de ciências: reflexões a partir das abordagens das estratégias de ensino e aprendizagem em um curso de licenciatura

We developed a case study aimed to identify and to analyze how the approach to teaching and learning strategies occurs in a science teaching degree course and what are the possible influences of this formation on the pedagogical practice of these educators. The analysis focused on documents, questionnaires and interviews with lecturers and students. There is reduced diversity of strategies in the disciplines of the specific area, with prevalence of expository classes and of laboratory, and the lecturers seem to believe that a good knowledge of specific content is enough for teaching. Despite that pedagogical disciplines do explore diverse practices, many students incorporate the academic view prevailing in the course, repeating the model of their lecturers. We stress the need for initial teacher training to take into account both aspects, the domain of the specific contents and the best ways to mediate them, forming intellectuals able to discuss and to redraw their educative actions in a perspective of transformation of the reality.

Formação inicial de professores e educação de jovens e adultos: possibilidades da extensão universitária

The present work aimed at investigating the possibilities and limits of academic extension programs as an environment for initial teacher learning and training. It also focused on investigating the main difficulties identified by Pedagogy and Social Science students about this initial training regarding its use in actual teaching activities. It focused on undergraduate students’ perceptions concerning their involvement in an academic extension project which enabled them to interact with students as teachers in a Youth and Adult Education program, during a whole academic year. Semi-structured interviews were done with nine participants. The content of these interviews was analyzed and divided into four thematic categories. The results show that, for these students, what makes this kind of project unique is the possibility of acting in real situations, under supervision, which provided a moment for reflection. Focusing on supervision, the students point out that this resource is not usually there in traditional internship situations – and that they consider it an important and necessary aspect. It was also indicated the relevance of practice, self-awareness and teaching activity experiences. In conclusion, it was perceived that academic extension programs must be more intensively appreciated, given the coordinating role it can play between investigative and didactic activities, both key to initial training.

Variantes motivacionais de professores de língua Inglesa em um curso de formação inicial

This paper aims at discussing the relevance of student-teachers’ motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students’ proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

Curso de formação inicial em sexualidade: relato de uma proposta interventiva

The present study aimed to identify the conceptions of students of a Pedagogy course about infantile sexuality and gender relations, checking the needs that they appointed concerning studies about sexuality and sex education in their graduation. Using this information, the authors implemented an interventional course. The instruments used for data collection were two questionnaires. 342 students participated in the first phase of the study, corresponding to the completion of the questionnaire. 38 people participated on the second step – applying the course. The issues they indicated as necessary in their course were: sexuality, sex education, child sexuality, sexual abuse, adolescence and sexuality and disability. Finally, the results of the course were very satisfactory, however, reveals how much we still need to do for training professionals to implement the work of sex education in the school context.

A formação inicial de professores e a cultura científica na educação básica: problematizando a prática docente na interface das disciplinas estágio supervisionado e história da física

Pós-graduação em Educação para a Ciência - FC

Parceria entre universidade e escola pública: Pibid e Núcleo de Ensino e suas contribuições para a formação inicial dos licenciandos do curso de Pedagogia FC/Bauru

The initial teacher training can be enhanced with the participation of undergraduates in specific programs aimed at the relationship between the university and the primary education system, such as Pibid and Education Center, promising initiatives that aim to strengthen the transition from student paper the teacher. Given the importance of such programs, we analyzed in this study the impacts of the partnership between university and public school in initial teacher training of undergraduates and graduates of UNESP in Bauru, specifically in the Faculty of Education. The programs selected as objects of study of this research to draw together teaching, research and extension to enhance the link between licensing and school environment promoting the experience of concrete situations of teaching even during training, are seeking to consolidate a horizontal relationship between university and public school to both involved understand and contribute in some way to solve the dilemmas faced by the education system. In addition to identifying the similarities and singularities between programs and analyze the contributions of those in initial formation, we attempted to verify what challenges and solutions were experienced by students during the participation in the projects. In general, it can be said that participation in programs such as Pibid and Education Center are key to improving the quality of initial teacher training

Formação inicial docente: o estágio como espaço de aprendizagens

The study presented here aimed to understand how the traineeship supervisor can act for this moment to be a valuable learning for future teachers, with a view to her operations to expand the knowledge of students. For this, we analyzed the pedagogical actions that occurred during the supervised training of a pedagogy course at a public university situated in the state of Paraná, Brazil. Supported in qualitative research this investigation shows that the supervisory actions, in the view of interns, favored teacher education: respect for the supervisor to people; her orientation to the importance of reflecting on aspects recognized as negative, her help in the preparation of interdisciplinary lesson plan and the need for a flexible lesson plan; her presence in moments of interventions; feedback given and appreciation of the role of the educator in the teaching / learning.