Biblioteca Digital de VanguardiaInitial teacher training: meanings and singularities of scientific initiation as a science policy
This research aims to understand the meanings and singularities (re)constructed by scientific initiation (SI) scholarship holders/volunteers, with a view to identifying interrelations with initial teacher education. This is a theoretical-empirical study, of qualitative nature, which used a questionn...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2020
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| Materias: | |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/14262 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66083 |
| _version_ | 1782334752528793600 |
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| author | Azevedo, Tereza Hortencia da Silva Nascimento, Marilene Batista da Cruz Lopes, Julita Batista da Cruz |
| author_facet | Azevedo, Tereza Hortencia da Silva Nascimento, Marilene Batista da Cruz Lopes, Julita Batista da Cruz |
| author_sort | Azevedo, Tereza Hortencia da Silva |
| collection | Repositorio |
| description | This research aims to understand the meanings and singularities (re)constructed by scientific initiation (SI) scholarship holders/volunteers, with a view to identifying interrelations with initial teacher education. This is a theoretical-empirical study, of qualitative nature, which used a questionnaire as an instrument for the collection of data worked in the light of discursive textual analysis (ATD). The findings allow us to conclude that the experiences experienced in SI by the participants present an athedinal tendency towards the academic career, also focused on professional values, respecting the curriculum and pedagogical practices; learning for authorship, interaction and critical relationship; production and dissemination of knowledge and social pertinence for the performance in the spaces of the profession. It was concluded that the initial training of teachers refers to considering the difficulties existing in the research process of the students and in the work of the teacher-advisor on the construction of knowledge with the world, with himself and with theother. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66083 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués Inglés |
| publishDate | 2020 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO660832022-03-18T19:30:45Z Initial teacher training: meanings and singularities of scientific initiation as a science policy Formación inicial de maestros: significados y singularidades de la iniciación científica como política científica Formação inicial docente: sentidos e singularidades da iniciação científica como política de ciência Azevedo, Tereza Hortencia da Silva Nascimento, Marilene Batista da Cruz Lopes, Julita Batista da Cruz Formação inicial Docente Iniciação científica. Formación inicial Profesor Iniciación Científica Initial formation; Teacher; Scientific initiation. This research aims to understand the meanings and singularities (re)constructed by scientific initiation (SI) scholarship holders/volunteers, with a view to identifying interrelations with initial teacher education. This is a theoretical-empirical study, of qualitative nature, which used a questionnaire as an instrument for the collection of data worked in the light of discursive textual analysis (ATD). The findings allow us to conclude that the experiences experienced in SI by the participants present an athedinal tendency towards the academic career, also focused on professional values, respecting the curriculum and pedagogical practices; learning for authorship, interaction and critical relationship; production and dissemination of knowledge and social pertinence for the performance in the spaces of the profession. It was concluded that the initial training of teachers refers to considering the difficulties existing in the research process of the students and in the work of the teacher-advisor on the construction of knowledge with the world, with himself and with theother. Esta investigación tiene como objetivo comprender los sentidos y singularidades (re) construidas por los becarios / voluntarios de iniciación científica (CI), con el fin de identificar las interrelaciones con la formación inicial del profesorado. Se trata de un estudio teórico-empírico, de carácter cualitativo, que utilizó un cuestionario como instrumento para la recolección de datos trabajado a la luz del análisis textual discursivo (ATD). Los hallazgos permiten concluir que las experiencias vividas en CI por los participantes presentan una tendencia actitudinal hacia la carrera académica, también enfocada en valores profesionales, respetando el currículo y las prácticas pedagógicas; aprendizaje para la autoría, interacción y relación crítica; producción y difusión de conocimiento y relevancia social para actuar en los espacios de la profesión. Se concluyó que la formación inicial de los docentes se refiere a considerar las dificultades existentes en el proceso de investigación de los académicos y en el trabajo del docente-asesor sobre la construcción del conocimiento con el mundo, contigo y con los demás. Esta pesquisa tem como objetivo compreender os sentidos e as singularidades (re)construídos pelos bolsistas/voluntários de iniciação científica (IC), com vistas à identificação das inter-relações com a formação inicial docente. Trata-se de um estudo teórico-empírico, de natureza qualitativa, que utilizou um questionário como instrumento para a coleta de dados trabalhados à luz da análise textual discursiva (ATD). As descobertas consentem concluir que as experiências vivenciadas na IC pelos participantes apresentam uma tendência atitudinal para a carreira acadêmica, também voltadas aos valores profissionais, respeitando-se o currículo e as práticas pedagógicas; aprendizagem para a autoria, interação e relação crítica; produção e difusão do conhecimento e pertinência social para a atuação nos espaços da profissão. Concluiu-se que a formação inicial de professores remete considerar as dificuldades existentes no processo de pesquisa dos acadêmicos e no trabalho do professor-orientador sobre a construção de saberes com o mundo, consigo e com o outro. 2020-09-01 2022-03-18T19:30:45Z 2022-03-18T19:30:45Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/14262 10.22633/rpge.v24i3.14262 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66083 por eng https://periodicos.fclar.unesp.br/rpge/article/view/14262/9907 https://periodicos.fclar.unesp.br/rpge/article/view/14262/10373 Copyright (c) 2020 Revista on line de Política e Gestão Educacional https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 24, n. 3, set./dez. (2020) ; 1408-1419 1519-9029 10.22633/rpge.v24i3 |
| spellingShingle | Formação inicial Docente Iniciação científica. Formación inicial Profesor Iniciación Científica Initial formation; Teacher; Scientific initiation. Azevedo, Tereza Hortencia da Silva Nascimento, Marilene Batista da Cruz Lopes, Julita Batista da Cruz Initial teacher training: meanings and singularities of scientific initiation as a science policy |
| title | Initial teacher training: meanings and singularities of scientific initiation as a science policy |
| title_full | Initial teacher training: meanings and singularities of scientific initiation as a science policy |
| title_fullStr | Initial teacher training: meanings and singularities of scientific initiation as a science policy |
| title_full_unstemmed | Initial teacher training: meanings and singularities of scientific initiation as a science policy |
| title_short | Initial teacher training: meanings and singularities of scientific initiation as a science policy |
| title_sort | initial teacher training: meanings and singularities of scientific initiation as a science policy |
| topic | Formação inicial Docente Iniciação científica. Formación inicial Profesor Iniciación Científica Initial formation; Teacher; Scientific initiation. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/14262 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66083 |