The role of basic school in the initial formation of teachers: Professors’ representations

Authors

  • Joelma Gomes de Oliveira Bispo Universidade do Estado da Bahia - UNEB
  • Sandra Regina Soares Universidade do Estado da Bahia - UNEB

DOI:

https://doi.org/10.4013/edu.2017.211.11244

Abstract

This article presents the results of a Masters research whose goal was to understand the representations of teachers in an undergraduate class of pedagogy about the relationship between the theory in action, in the initial formation of teachers and their professional practice. The study of qualitative nature involved five subjects, all teachers in an undergraduate class of pedagogy in a public university. The data were obtained using a technique of semi-structured interviews and were treated following the themed content analysis (Bardin, 1977). Among the main findings, the highlights are the conception of the school as a space of mere teacher’s experimentation, therefore, a space for applied theories learned in the university, and the perception that the articulation between teaching and the professional context is a specific responsibility of the component Research and Internship.

Keywords: initial formation, relationship between theory and practice, professional context.

Author Biography

Joelma Gomes de Oliveira Bispo, Universidade do Estado da Bahia - UNEB

Mestre em Educação pela Universidade Estadual da Bahia (UNEB), Graduou-se em Pedagogia pela UNEB, Pós-graduada em Metodologia do Ensino Superior pela UNEB, Pós-graduanda em Psicopedagogia Clínica e Institucional pela Faculdade de Artes do Paraná FAP Segmento Instituto de Educação. É Professora Auxiliar da UNEB trabalna com os componentes curriculares, Infância e Educação Infantil e Pesquisa e Estágio, atualmente coordenada o Curso de Pós-Graduação em Educação Infantil e é professora coordenadora de área do PIBID/UNEB. Tem experiência na área de Educação, com ênfase em Educação Infantil e Alfabetização. É pesquisadora na área de formação do educador e Docência Universitária.

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Published

2017-01-05

Issue

Vol. 21 No. 1 (2017): January/April

Section

Articles

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