Teacher training: contributions of basic training for the construction of identity professional

• Grant number: 10/12646-4
• Support Opportunities: Scholarships in Brazil - Master
• Start date: August 01, 2011
• End date: July 31, 2013
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Alberto Albuquerque Gomes
• Grantee: Andréia Guilhen Pinto
• Host Institution: Faculdade de Ciências e Tecnologia (FCT). Universidade Estadual Paulista (UNESP). Campus de Presidente Prudente. Presidente Prudente , SP, Brazil

Abstract

This study is a central concern the discussion of initial teacher training. The interest in discussing this matter arose from a search of Undergraduate Research (PIBIC/CNPq) in that preliminary data indicated that a large number of students is studying Pedagogy for lack of choice, because they were passed the examinations and some do not know how to explain the reasons for choosing the course. This results in a lack of interest in the course and the teaching profession. Thus we have the general objective of this project to analyze the process of initial questioning that his influence on the construction of social representations about the teaching profession, and to prospective students about the school and the construction of professional identity for students of pedagogy. To this end, we propose a comparison of the responses given by students at the beginning of the pedagogy course with the answers given in the last year of the course. Therefore, we use the same questionnaire administered to students of 1st and 2nd years who participated in the project developed in Undergraduate Research in 2009 for students from 3rd and 4th years enrolled in 2011. The analysis and data handling will be conducted through a qualitative approach, using the software Alceste, and the closed questions the questionnaire will be treated with the SPSS software. We decided this is the use of discussion groups that allow us to investigate the social representations of students with more depth. We believe that studying the social representations that future teachers of kindergarten and/Years of primary school prepare for the teaching profession, students and school is a means of assessing the training practices of training in view of the contemporary demands placed on the teacher. (AU)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

PINTO, Andréia Guilhen. Formação docente: contribuições da formação inicial para a construção da identidade profissional. 2013. Master's Dissertation - Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente Presidente Prudente.