The teaching practice in the initial teacher education and the collaborating teacher of teacher training

Authors

  • Marina Cyrino Universidade Estadual Paulista - UNESP/Rio Claro
  • Larissa Cerignoni Benites Universidade Estadual Paulista - UNESP/Rio Claro
  • Samuel de Souza Neto Universidade Estadual Paulista - UNESP/Rio Claro

DOI:

https://doi.org/10.4013/edu.2015.192.4197

Abstract

Dealing with teachers’ education, supervised curricular training and teaching practice, this paper aimed at analyzing the path of teaching practice and supervised curricular training, the concepts that the collaborating-teachers (PCs) use to guide trainees and to identify the challenges faced by the student-teachers (AMs). The research is qualitative and its techniques were: literature review, semi-structured interviews and content analysis. It was possible to see that teaching practice and supervised curricular training were created as discipline and activity. The greatest difficulties of the AM were insecurity, classroom management, how to act towards students and questions about the supervisory process. The PCs considered the trainees as assistants and not as future professionals, presenting challenges related to posture and procedures used in supervision. Regarding considerations, we point that the school must be valued as a place for teacher education and it is necessary to think about formative strategies for PCs to receive and guide the AMs.

Keywords: teacher’s education, teacher training, collaborating teachers.

Author Biographies

Marina Cyrino, Universidade Estadual Paulista - UNESP/Rio Claro

Mestre em Educação. Departamento de Educação. Univ. Estadual Paulista Unesp/Rio Claro.

Larissa Cerignoni Benites, Universidade Estadual Paulista - UNESP/Rio Claro

Doutora em Ciências da Motricidade Humana - Univ. Estadual Paulista - UNESP/Rio Claro

Samuel de Souza Neto, Universidade Estadual Paulista - UNESP/Rio Claro

Professor livre docente - Departamento de Educação - Univ. Estadual Paulista - Unesp/Rio Claro.

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Published

2015-04-27

Issue

Vol. 19 No. 2 (2015): May/August

Section

Articles

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