Fundamentos pedagógicos e a formação docente

Alves, Adrielle Victoria Soares; Barbosa, Camilla Rusciolelli; Dib, Alfredo

doi:10.35699/2237-5864.2016.2186

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…In addition to the subjects, the teaching internship is considered a curricular component allied to the preparation for the profession since it brings the student closer to the environment in which they will later act as a university teacher (Alves, Barbosa, & Dib, 2016), and can be considered a moment of transition between being a student and becoming a teacher, often being the first practical experience.…”

Section: Resultsmentioning

confidence: 99%

Life Experiences and Teaching Practices: An Analysis of Role Models in Accountancy

Farias¹,

Araújo²

2023

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This study seeks to understand the meaning of experiences and knowledge used in the process of professional development of teachers of undergraduate courses in Accountancy in Brazil. It was used as the theoretical basis for the Interconnected Model of Professional Growth of Teachers and the teaching knowledge from Tardif's perspective. A semi-structured interview with a qualitative and reflective approach was used as a technique to build the narratives. The analyzed excerpts were grouped into four analysis categories: the personal domain, related to the disciplinary knowledge of accounting; the domain of practice and the didactic-pedagogical knowledge; the external domain and experiential knowledge; and the domain of consequence, highlighting the significant results in professional development. From the analyses, it is concluded that teachers develop in teaching through reflection and action on their practice; through the positive relationships of partnership, support, and guidance established with their students; through the careful search for the exchange of experiences with peers and with the professional market; as well as through the personal search for the improvement of their daily teaching practice.

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Section: Resultsmentioning

confidence: 99%

Life Experiences and Teaching Practices: An Analysis of Role Models in Accountancy

Farias¹,

Araújo²

2023

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“…Ainda que críticas sejam feitas em relação ao modo como o estágio docência tem sido conduzido em algumas instituições de ensino, deve-se reconhecer as contribuições do mesmo para a qualificação pedagógica dos pós-graduandos, principalmente para os alunos advindos de cursos como o de Ciências Contábeis, que não oferecem, em suas estruturas curriculares, disciplinas voltadas para o magistério (Alves et al, 2016). Isto porque o estágio docência proporciona um contato inicial entre o discente e o processo educacional pelo qual ele será responsável ao assumir a docência como profissão.…”

Section: Considerações Finaisunclassified

O estágio docência e a formação pedagógica na área contábil: Competências docentes adquiridas na pós-graduação

Ferreira

Leal

2020

EPAA

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The study aims to identify, in the perception of postgraduate students in stricto sensu Programs in Accounting Sciences (PPGCCs) in Brazil, which competencies are developed in the teaching internship for teaching qualification. The research, with a quantitative approach, had a sample of 296 students who completed the teaching internship between 2013 and 2017. Through exploratory factor analysis, the identified factors explained 71.41% of the variation in the data, indicating a high degree of agreement among the post-undergraduates regarding the teaching skills development in the teaching internship. The identified factors were: Factor 1 – “Competences on Reflection, Research, Planning and Communication in teaching”; Factor 2 – “Skills for Planning, Content Preparation and Application of New Technologies”; and Factor 3 – “Competences in the Evaluation, Organization and Development of Teaching Methodologies”. The contribution of the teaching internship is verified providing that theoretical knowledge and teaching practice can be associated by the student, favoring the necessary skill development for teaching. The study makes it possible to improve the teaching internship, highlighting the need for the guidelines that guide it and clear educational goals, as well as the importance of the student’s supervision by the professor who guides this process.

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“…In this sense, Alves et al (2016) point out that it is necessary and important that the teacher and the student have an easy dialogue, so that they can solve the problems that may appear during the teacher training, autonomously and problematizing. And this, according to theorists, is possible through the practice of the teaching stage.…”

Section: Student E (2017)mentioning

confidence: 99%

“…However, they are also emphasized by some of the challenges for the internship, ranging from the bureaucratic part of the documentation to the specific issues of the course itself, such as adapting to the Pedagogy of Alternation, the accompaniment of teachers during the internships in schools and a better dialogue between the university and the schools. However, it is important to emphasize that the university professor must know how to articulate both the knowledge on the specific area and the skills related to the problematization of this knowledge with the students (Alves et al, 2016).…”

Section: Student E (2017)mentioning

confidence: 99%

<b>What is being a teacher in the countryside? Conceptions of Brazilian peasant higher education students about the Supervised Curricular Internship

Araújo

Aires

2018

Acta Sci. Human Soc. Sci.

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The present paper has the objective of analyzing students' conceptions about the supervised curricular internship in the Licentiate degree in Rural Education with qualification in Arts and Music, at the Federal University of Tocantins, Campus Tocantinópolis, Brazil. We also propose with this text to address the historical and pedagogical aspects of this course, as well as to discuss the importance of the Internship for the educators' training of to work in countryside schools. This case study was based on the qualitative approach, with documentary research and semi structured interviews with students of this course as data collection instruments. The type of data analysis-theoretical and empirical-followed the perspective of the interpretative research technique. The results demonstrated that in order to overcome the challenges faced by students and teachers of the Licentiate degree in Rural Education with qualification in Arts and Music of UFT in Tocantinópolis, demands elaborating a proposal of joint training between the training institutions and the school, in the sense to guarantee actions that will attend the various subjects, especially those of the Rural Education.

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Fundamentos pedagógicos e a formação docente

Cited by 4 publications

References 6 publications

Life Experiences and Teaching Practices: An Analysis of Role Models in Accountancy

Life Experiences and Teaching Practices: An Analysis of Role Models in Accountancy

O estágio docência e a formação pedagógica na área contábil: Competências docentes adquiridas na pós-graduação

<b>What is being a teacher in the countryside? Conceptions of Brazilian peasant higher education students about the Supervised Curricular Internship

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