Pedagogia Fast Food: Estágio Docente e a Formação de Professores

Pereira, Jefferson Rodrigues; Sousa, Caíssa Veloso e; Bueno, Natália Xavier; Santos, Leonardo Tadeu dos

doi:10.21714/2238-104x2018v8i1-36797

Cited by 4 publications

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“…Em consonância ao que Pereira et al (2018) constataram em seu estudo, os comentários dos participantes da pesquisa revelaram que por mais difíceis que tenham sido suas experiências no estágio docência, eles puderam aprender de alguma forma com as mesmas. Com isso, as figuras do aluno e do professor passaram a coexistir, já que de um lado se tem a insegurança e o medo por parte do pós-graduando e do outro, se tem a autocrítica, a autorreflexão e a autoconstrução desse discente enquanto futuro professor universitário (Pereira et al, 2018).…”

Section: 501unclassified

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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Section: 501unclassified

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

Ferreira

Leal

2020

EPAA

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“…Assim, a Educação Superior assume um status de promotora de mudanças sociais, cabendo ao professor a responsabilidade ética, profissional e ▲ Gerais: Revista Interinstitucional de Psicologia, 13(3), 2020, e15241 política como formador de pessoas, sendo necessário capacitar-se e preparar-se antes que sua atividade docente seja iniciada, num processo contínuo e constante (Pereira et al, 2018 Dessa forma, a tentativa em sala de aula era promover uma ação pedagógica de maneira a preparar para a inserção profissional atuando com a atividade-guia da formação de estudo profissionalizante. Somado a isso, procurou-se inseri-los em processos sociais mobilizadores da construção do seu projeto de vida (Anjos & Duarte, 2016;Leal & Mascagna, 2016) (2011), estabelecer uma relação do ensino dos conteúdos com a experiência social dos educandos.…”

Section: Introductionunclassified

Parque público e criminalidade: preditores ambientais da percepção de (in)segurança

Senna

Vasconcelos

Iglesias

2021

Gerais: Revista Interinstitucional De Psicologia

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“…Muitas vezes, você se torna o secretário de luxo ou só fica no canto da sala, ouvindo as aulas, sem participação em nada. Assim, como Pereira et al (2018) constataram em seu estudo, os comentários dos participantes da pesquisa revelam que por mais precárias que tenham sido suas experiências no estágio docência, eles aprenderam de alguma forma com as mesmas. Com isso, a figura do aluno e do professor passa a coexistir, já que de um lado se tem a insegurança e o medo por parte do pós-graduando e do outro, se tem a autocrítica, a autorreflexão e a autoconstrução desse discente enquanto futuro docente (PEREIRA et al, 2018).…”

Section: Competências Docentes a Partir Do Estágio Docênciaunclassified

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

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Higher education in Brazil has undergone a process of expansion in recent years, reflecting a higher demand for university professors. What is perceived is that, when they take up teaching in higher education, these teachers are not always prepared to deal with the challenges and responsibilities intrinsic to the teaching career. The legislation foresees that the preparation for teaching in higher education should occur, as a priority, in stricto sensu postgraduate courses. However, researches that investigate teacher education reveal that these programs have prioritized the training of researchers to the detriment of pedagogical training, necessary for the teaching of higher education. Among the few didacticpedagogical components that are offered in stricto sensu post-graduation, focused on teacher education, the teaching internship stands out. The present study aimed to identify and analyze, in the perception of the students of the stricto sensu post-graduation programs of the accounting area in Brazil, what competencies are developed in the teaching internship for the qualification of the teacher. Therefore, a qualitative-quantitative research was developed. The qualitative stage was accomplished by means of the realization of two focal groups, with the participation of postgraduates who attended the teaching internship between the period of 2013 to 2017. In the quantitative stage, the data survey was used and the sample was composed of 296 respondents, linked to the stricto sensu postgraduate programs in the accounting area (PPGCCs) of Brazil. The documentary analysis revealed that there is a low supply of compulsory subjects for teacher training, which indicates the focus of PPGCCs in the training of researchers. The results of the focus group showed that the completion of the teaching internship contributes to the didactic-pedagogical training of students with and without teaching experience, as well as the development of teaching skills. In the factorial exploratory analysis, the identified factors explained 71.41% of the total data variation, which suggests a high degree of agreement among postgraduates in relation to the development of teaching competencies in the teaching internship. Three factors were identified, the first one being named "Competencies on Reflection, Research, Planning and Communication in teaching"; the 2nd called "Competencies of Planning, Content Preparation and Application of New Technologies"; and the 3rd called "Competencies in the Process of Evaluation, Organization and Elaboration of Teaching Methodologies". The means difference test revealed that the means of the group of postgraduate students with no experience with teaching for factors 1, 2 and 3 were higher than the means of the group with experience in teaching, which shows that the first group has a higher grade of agreement in relation to the development of teaching competencies in the teaching internship. Regarding the compulsory teaching internship in the PPGCCs, the averages of the ranking of students who consider tha...

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Pedagogia Fast Food: Estágio Docente e a Formação de Professores

Cited by 4 publications

References 0 publications

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

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

Parque público e criminalidade: preditores ambientais da percepção de (in)segurança

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

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