Entre o discurso praticado e a realidade percebida no processo de formação docente

Abstract

This paper aims to understand the training process of university teachers, through Teaching Assistantship in two higher education institutions, one public and the other one private, located in the state of Minas Gerais. During the development of this work it became necessary to compare what the graduate students claimed to be the important in the Teaching Assistantship and what actually was done during their undergraduate classes. This was done in order to try to confront the discourse and practice of student teachers. In this sense, the objective is to compare the results between the groups investigated, identifying common and disparate features in the two higher education institutions studied. To this end, we opted for the triangulation of data between the responses of student teachers who taught undergraduate classes and the responses of students on their performance. Thus, it was possible to identify that teachers who were more motivated showed better performance. It was observed that the motivation of these teachers was related to the acquisition of experience in the classroom and to their need to acquire a closeness to the teaching activities. Moreover, they claimed that for them teaching had not only a professional but also a personal character. Another issue that was perceived in this investigation showed that teachers generally failed to link theory and practice to the fullest.However, it was noted that teaching assistants understand the importance of this connection, but the lack of practice, was often a limiting factor. And this practice was not only related to the practice of classroom teaching, but also to market experience. In this sense, the private Higher Education Institution (HEI) presented a distinct method of teaching, and this institution graduate students could experience other three situations: Research, Business and Social Project. The graduate students of public HEIs were also asked about the possibility of opting for other experiences. The result was that the majority (84.71%) stated that although these experiences could not replace the Teaching Assistantship, these would be interesting practices because they are complementary to teaching. It can be seen, therefore, that the addition of other opportunities to experience the practice, like in learning laboratories, would provide an alternative to university teacher training, for it makes possible the construction of these professionals, more fully.Palavras-chave: Teaching Assistantship. Teaching Assistant. Student teacher. Motivation to teach. Theory and Practice.

Diários de aula como estratégia de reflexão na formação e prática docente

“…Vê-se, portanto, que a construção de uma identidade individual e social em um ambiente de trocas de experiências, como na prática docente, pode ser entendida como uma forma que o indivíduo encontra para formular um sentido para si, diante da multiplicidade de ideias e papéis sociais presentes nesse contexto (SAINSANLIEU, 1995 apud JOAQUIM;BOAS;CARRIERI, 2012).…”

Formação Docente Na Pós-Graduação Em Administração: Uma Análise Qualitativa Em Duas Universidades Federais

“…2016. ANASTASIOU, 2008) e do estágio docente exigência documentada pela circular n. 028/99/PR/CAPES, publicada em 28 de fevereiro de 1999 pela CAPES (JOAQUIM; VILAS BOAS; CARRIERI, 2012;PACHANE, 2005). Assim, é difícil perceber o impacto dessas ações nos programas de pós-graduação e na formação dos pós-graduandos conforme alertaram Masetto (2006) e Pimenta e Anastasiou (2008).…”

O stricto sensu em áreas específicas e as práticas docentes de professores bacharéis no ensino superior

“…Como caracterizam as O Ainda que se apresente com características distintas, para ser professor são necessários alguns entendimentos fundamentais à profissão. Segundo Castro (2012), ao professor é preciso o entendimento sobre o sentido e o alcance da apropriação de um referencial que legitime suas concepções; sobre o planejamento de caminhos para a realização dos objetivos; sobre a fragilidade das teorias e conhecimentos que se modificam e se alteram constantemente e, principalmente, como os sujeitos se relacionam no processo de ensinar e aprender.Na ação de ser professor, a construção da identidade docente se fortalece sobre uma formação ambientada na troca de experiências, para que os aspectos pessoais e sociais desta identidade deem sentido à multiplicidade de papéis que ao docente é requisitado, consonante ao próprio indivíduo sobre suas ações e no reconhecimento de seus pares(SAINSANLIEU, 1995 apud JOAQUIM;VILAS BOAS;CARRIERI, 2012). numa relação que é por natureza interpessoal e mediada pelas apropriações e objetivações desses homens".…”