The relevance of the Pedagogical Residency Program in teacher training
The study results from activities developed within the scope of the Pedagogical Residency Program (PRP) – Sociology Subproject at UNIILAB. The PRP aims to improve the initial training of teachers through the development of projects that strengthen the field of theory and practice, guiding students t...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Poíesis Pedagógica |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicos.ufcat.edu.br:article/74809 |
| Acceso en línea: | https://periodicos.ufcat.edu.br/index.php/poiesis/article/view/74809 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogical Residency Program UNILAB Sociology Subproject Teacher Training Learning Experience Programa de Residencia Pedagógica Subproyecto de Sociología UNILAB Experiencia-aprendizaj Experiencia-aprendizaje Programa Residência Pedagógica Subprojeto Sociologia UNILAB Formação Docente Experiência-aprendizado |
| Sumario: | The study results from activities developed within the scope of the Pedagogical Residency Program (PRP) – Sociology Subproject at UNIILAB. The PRP aims to improve the initial training of teachers through the development of projects that strengthen the field of theory and practice, guiding students to actively and critically engage in the teaching profession, while valuing the experience of basic education teachers. The Sociology Subproject at UNILAB-CE is of great importance as it allows students to gain practical experience in school settings through research, observation, and problematization of the teaching process, in addition to serving as a space for praxis. In this context, residents seek to learn about the planning, development, and execution of activities that are part of the teaching profession. The Pedagogical Residency is built on reflective practice, which is refined through experiences, learning, and pedagogical knowledge unique to the initial training of teachers. The program provides enriching moments for the academic development of students and basic education teachers, from team preparation, familiarization with the school environment, to the creation of lesson plans and teaching practice, all under the supervision of a mentor and the Sociology subproject coordinator. |
|---|