Vivências e percepções dos estágios pedagógicos: estudo com alunos de licenciaturas em ensino

Caires, Susana; Almeida, Leandro S.

doi:10.1590/s1413-82712003000200006

Cited by 10 publications

(5 citation statements)

References 13 publications

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“…Internships specifically curricular internships can be reasoned as privileged spaces of articulation between the theoretical and practical domains (Alarcão & Tavares, 2013;Albuquerque, Silva, Resende, Gonçalves, & Gomes, 2015;Álvarez, 2013;Baeten & Simons, 2014;Caine & Estefan, 2017;Caires & Almeida, 2003;Calvo & Almarza, 2018;Dall'Alba & Sandberg, 2016;He, 2017;Hernández-Sánchez & Gutiérrez-Martínez, 2018;Iza & Souza Neto, 2015;Navarro-Varas & Núñez-Pomar, 2018;Pimenta & Lima, 2019;Schön, 1983;Zeichner, 2010), permitting future teachers to confront the work reality and the profession. Explicitly, it enables them to realise some of the knowledge acquired in their initial training (Caires & Almeida, 2003;Caprara, Barbaranelli, Steca, & Malone, 2006 ;Cyrino & Souza Neto, 2015;Feiman-Nemser & Buchmann, 1987;Gonçalves & Marques, 2016;Ollila & Onnismaa, 2014;Pérez-Montoro, Guerrero-Solé, & Mauri-Castelló, 2017;Pimenta & Lima, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rethinking teacher training from an inclusive and community dialogical perspective

Morgado,

Rodrigues,

Leonido

2024

JEELR

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This quantitative survey using a structured questionnaire with closed questions and a sample of 340 participants from 20 courses (bachelor's and master's degrees) at public higher education institutions in the Trás-os-Montes e Alto Douro region of the Portuguese university (University of Trás-os-Montes and Alto Douro) and polytechnic (Polytechnic Institute of Bragança) subsystem aims to list a group of proposals for reflection and future implementation that can fill or mitigate gaps and weaknesses identified in the disciplines of the curricula related to internships. The analysis of the data reveals indicators indicating the need for a (formal and conceptual) rethinking of inclusive intervention in the context of supervision in the field of teacher training. These indicators include problems with operating in a multifaceted educational setting, enhancing an interdisciplinary, integrated and inclusive approach, rearranging curriculum and reconsidering the functional profiles and competencies of teaching staff. Therefore, the construction of a professional culture that favors an integrative and inclusive approach through the assumption of a broad profile of professional competence capable of training the teacher in a multidimensional educational context is crucial. We evaluate the necessity of encouraging research of this type involving additional factors, populations and samples in order to enable the extrapolation of data and findings to a national level providing significance and technological foundations for decisions made within the context of public education policy.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Rethinking teacher training from an inclusive and community dialogical perspective

Morgado,

Rodrigues,

Leonido

2024

JEELR

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“…In this study, to collect the quantitative data, a Likert scale questionnaire adapted from the "Inventory of Experiences and Perceptions of the Teaching Practice" developed by Caires and Almeida (2001), was used/ It consisted of 30 5-point Likert-type questions (from "1: Strongly Disagree" to 5: "Strongly Agree") under the dimensions; "Pedagogical Knowledge", "Learning and Professional Development", "Socio-Emotional Aspects", "Professional and Institutional Socialization", "Support/Resources/Supervision" and "Vocational Aspects". It also had two multiple-choice questions for demographic information of the pre-service teachers.…”

Section: Research Instrumentsmentioning

confidence: 99%

Examination of the Pre-service Teachers’ Experiences and Perceptions on Teaching Practices: English Language Teaching Case

KARSLİ¹,

Yağız²

2022

AWEJ

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This study aims to evaluate the pre-service teachers’ experiences and perceptions on teaching practices provided within an internship program carried out at a major state university in Turkey in a holistic way from various aspects. The participants of the study were 65 pre-service teachers studying in the English Language Teaching department at a state university in Turkey. For this purpose, in the study, an explanatory mixed-methods research design was used. A Likert scale questionnaire was conducted with the pre-service teachers to collect quantitative data. Then a semi-structured interview was conducted with eight pre-service teachers to support the quantitative data with qualitative data. The results show that the teaching practice offered within the scope of the internship program is effective as it responds to the needs of pre-service teachers in terms of professional development and mentoring support regarding their teaching professional skills. However, the findings also show that according to the pre-service teachers, there are some issues such as the length of the teaching practice, the inadequacy of mentorship support, organizational problems, and the limited freedom given during teaching practice need to be considered. Finally, the study concludes by presenting some recommendations in line with the results to improve the quality of the teaching practice provided to pre-service teachers in Turkey.

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“…No âmbito do estágio supervisionado, destaca-se seu papel fundamental como mecanismo para fortalecer a integração entre a universidade e o ensino básico, contribuindo positivamente nas questões previamente abordadas (Araújo;Martins, 2020;Caires;Almeida, 2003). Ao vivenciar situações reais e compartilhar experiências com professores veteranos, o futuro professor constrói um alicerce mais robusto, capacitando-se para uma prática pedagógica reflexiva e consciente.…”

Section: Introductionunclassified

Vivências na docência: do ensino básico ao superior

2024

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Os autores desta obra assumem publicamente a responsabilidade pelo seu conteúdo, garantindo que o mesmo é de autoria própria, original e livre de plágio acadêmico. Os autores declaram, ainda, que o conteúdo não infringe nenhum direito de propriedade intelectual de terceiros e que não há nenhuma irregularidade que comprometa a integridade da obra. Os autores assumem integral responsabilidade diante de terceiros, quer de natureza moral ou patrimonial, em razão do conteúdo desta obra. Esta declaração tem por objetivo garantir a transparência e a ética na produção e divulgação do livro. Cumpre esclarecer que o conteúdo é de responsabilidade exclusiva dos autores, não refletindo, necessariamente, a opinião da editora, organizadores da obra ou do conselho editorial.

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Vivências e percepções dos estágios pedagógicos: estudo com alunos de licenciaturas em ensino

Cited by 10 publications

References 13 publications

Rethinking teacher training from an inclusive and community dialogical perspective

Rethinking teacher training from an inclusive and community dialogical perspective

Examination of the Pre-service Teachers’ Experiences and Perceptions on Teaching Practices: English Language Teaching Case

Vivências na docência: do ensino básico ao superior

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