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The supervised stages in the model of professional education: policies and practices in the formative processes of physical education teachers

Grant number: 15/26428-2
Support Opportunities:Scholarships abroad - Research
Effective date (Start): November 01, 2016
Effective date (End): May 31, 2017
Field of knowledge:Humanities - Education - Specific topics in Education
Principal Investigator:Dijnane Fernanda Vedovatto Machado
Grantee:Dijnane Fernanda Vedovatto Machado
Host Investigator: Cecilia Maria Ferreira Borges
Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
Research place: Université de Montréal, Canada  


In Brazil, most training models are marked by a fragmentation of the formative process, the idea that it is necessary to take ownership of the theory to apply them in practice. Thus, in the context of the initial training for the defense of the practice takes important role in teaching activities and supervised internships are privileged in establishing relationships between theory and practice. In the Canadian experience, in Quebec, there's the hiring of faculty members, who receive the trainees in schools, and in addition they have a training offered by the University, it also has a financial support to collaborators teachers, as part of his work. From the above, this research aims to understand the Canadian vocational training model, the elements that demonstrate the teacher training faculty policy on stage and the role of the master's training centre, seeking to understand the partnership University-School. Specifically, what looking for is: (a) identify as the supervised internship in physical education course in a Canadian University, seeking to find within the practices the aspects that lie at the professional training and model; (b) analyze from data found the aspects that attest to the professionalization of teaching in this community. This research is qualitative, with the methodological procedures: the documentary analysis of the documents) governing the teacher training. b) Interviews with students/trainees; teacher-developer and teacher Advisor. The data will be organized for verification and interpretation, through the technique of content analysis. After collected the data, they will be organized in the form of axes of meanings.

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