Teacher Preparation in the Institutional Scholarship Program for Teachinf Initiation
DOI:
https://doi.org/10.31619/caledu.n49.581Keywords:
conceptual orientations for training, interactive methodology, PIBID, teacher training for science teachers.Abstract
This article analyzes the conceptual orientations of training in the scope of the Institutional Scholarship Program for Teaching Initiation (PIBID, in Spanish) in an interdisciplinary sub-project in science. The conceptual orientations refer to the sub-project's training styles, ideologies and visions of teaching and learning. We use a qualitative research approach, with Interactive Methodology, using the Hermeneutic-Dialectical Circle (CHD) for data construction, and the Hermeneutical-Dialectical Analysis (AHD) for the analysis, in a group of five participants.Program documents and fieldwork observations also contributed as data sources. The results indicate that the PIBID addresses all of the conceptual orientations, and offers a training that combines content in a more diverse and interdisciplinary way and articulates different levels of knowledge and professional experience. It allows for reflection on teaching practices; promotes affectivity, otherness and human development; favors the creation of didactic resources and innovative and interdisciplinary methodological experiences and develops critical, democratic and ethical attitudes to solve professional and social problems among the participants.
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