Aspectos (não)contribuintes do Pibid para a formação docente de graduandos em Letras Inglês: um estudo de caso
This paper investigates, through the qualitative analysis of questionnaires and experience reports, how participatingin Pibid have modified teacher education of UFG-REJ English Language and Literature undergraduates, as well as to analyze whether the subproject goals were achieved and to refle...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal de Pernambuco (UFPE) |
| Repositorio: | Revista Investigações (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:oai.periodicos.ufpe.br:article/241324 |
| Acceso en línea: | https://periodicos.ufpe.br/revistas/INV/article/view/241324 |
| Access Level: | acceso abierto |
| Palabra clave: | Pibid teacher training teaching action and reflection. formación docente actuación y reflexión docente. formação docente atuação e reflexão docente. |
| Sumario: | This paper investigates, through the qualitative analysis of questionnaires and experience reports, how participatingin Pibid have modified teacher education of UFG-REJ English Language and Literature undergraduates, as well as to analyze whether the subproject goals were achieved and to reflect on scholars’ impressions towards their experiences. The data indicate substantial contributionsto teacher training, such as reinforcement of theory/practice articulationandopportunity to experienceand reflect on public educational context. Nevertheless, a lack of didactic-pedagogical guidelines prior to the first contact with the classroom was identified as a non-contributing aspect, leading to demotivating feelings. |
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