Biblioteca Digital de VanguardiaTeaching stage in question : formation and implications
Teaching work and the educational practice itself in higher education then brings dualities between formation and performance, inverted positions, opposite positions or simplifying divisions between the one who teaches (supervisor) and the other who learns (intern). The study, based on experiences o...
| Autores principales: | , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2021
|
| Materias: | |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8656631 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69108 |
| _version_ | 1782337795203792896 |
|---|---|
| author | Conte, Elaine Gutierre, Liliane dos Santos |
| author_facet | Conte, Elaine Gutierre, Liliane dos Santos |
| author_sort | Conte, Elaine |
| collection | Repositorio |
| description | Teaching work and the educational practice itself in higher education then brings dualities between formation and performance, inverted positions, opposite positions or simplifying divisions between the one who teaches (supervisor) and the other who learns (intern). The study, based on experiences of teacher education, discusses the issue of internship in higher education as a condition of possibility to think about education in a shared way, whose guiding principles involve a sensitivity towards each other, by scientific-professional evidence. related to the field of academic management and higher education. The research aimed to monitor the scientific advances approached by the academy, through experiences recorded in documented reports, in order to shed light on the theme of the teaching internship for contemporary education and the reality of the current challenges of higher education engagement. In fact, such concern requires a formative twist to overcome Manichean positions, promote the exchange of studies and pedagogical practices, developing the student's reflective thinking with the teacher in a variety of interdisciplinary situations, revealed in the circularity of planning, evaluating and understanding own joint constitution of the didactic organization, which involves the appreciation of cooperative and democratic experiences as a mark of the solidary presence of the teaching act. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69108 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2021 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO691082022-03-21T16:36:56Z Teaching stage in question : formation and implications Etapa de enseñanza en pregunta: formación y implicaciones Estágio docente em questão: formação e implicações Conte, Elaine Gutierre, Liliane dos Santos Teaching internship Higher education Cooperative experiences Pasantía docente Enseñanza superior Experiencias cooperativa Estágio docente Ensino superior Expêriencias cooperativas Teaching work and the educational practice itself in higher education then brings dualities between formation and performance, inverted positions, opposite positions or simplifying divisions between the one who teaches (supervisor) and the other who learns (intern). The study, based on experiences of teacher education, discusses the issue of internship in higher education as a condition of possibility to think about education in a shared way, whose guiding principles involve a sensitivity towards each other, by scientific-professional evidence. related to the field of academic management and higher education. The research aimed to monitor the scientific advances approached by the academy, through experiences recorded in documented reports, in order to shed light on the theme of the teaching internship for contemporary education and the reality of the current challenges of higher education engagement. In fact, such concern requires a formative twist to overcome Manichean positions, promote the exchange of studies and pedagogical practices, developing the student's reflective thinking with the teacher in a variety of interdisciplinary situations, revealed in the circularity of planning, evaluating and understanding own joint constitution of the didactic organization, which involves the appreciation of cooperative and democratic experiences as a mark of the solidary presence of the teaching act. El trabajo de enseñanza y la práctica educativa en sí misma en la educación superior trae dualidades entre formación y desempeño, posiciones invertidas, posiciones opuestas o divisiones simplificadas entre el que enseña (supervisor) y el otro que aprende (pasante). El estudio, basado en experiencias de formación docente, analiza el tema de la pasantía en la educación superior como una condición de posibilidad de pensar en la educación de manera compartida, cuyos principios rectores involucran una sensibilidad mutua, por evidencia científico-profesional. relacionado con el campo de la gestión académica y la educación superior. La investigación tuvo como objetivo monitorear los avances científicos abordados por la academia, a través de experiencias registradas en informes documentados, para arrojar luz sobre el tema de la pasantía docente para la educación contemporánea y la realidad de los desafíos actuales de la participación en la educación superior. De hecho, tal preocupación requiere un giro formativo para superar las posiciones maniqueas, promover el intercambio de estudios y prácticas pedagógicas, desarrollar el pensamiento reflexivo del estudiante con el maestro en una variedad de situaciones interdisciplinarias, reveladas en la circularidad de la planificación, evaluación y comprensión. propia constitución conjunta de la organización didáctica, que implica la apreciación de las experiencias cooperativas y democráticas como señal de la presencia solidaria del acto docente. O trabalho docente e a própria prática educativa no ensino superior, seguidamente traz dualidades entre formação e atuação, posições invertidas, opostas ou divisões simplificadoras entre aquele que ensina (supervisor) e o outro que aprende (estagiário). O estudo, com base em experiências de formação à docência, discute a questão do estágio no ensino superior como uma condição de possibilidade para pensar a educação de uma forma compartilhada, cujos princípios orientadores envolvem uma sensibilidade para com o outro, pelas evidências científico-profissionais relacionadas ao campo da gestão acadêmica e da formação no ensino superior. A investigação objetivou monitorar os avanços científicos abordados pela academia, por meio de experiências registradas em relatórios documentados, no sentido de lançar luz à temática do estágio docente para a formação contemporânea e à realidade dos desafios atuais do engajamento no ensino superior. Na verdade, tal preocupação exige uma reviravolta formativa para superar as posições maniqueístas, promover o intercâmbio de estudos e práticas pedagógicas, desenvolvendo o pensar reflexivo do estudante com o docente em uma variedade de situações interdisciplinares, reveladas na circularidade do planejar, avaliar e compreender a própria constituição conjunta da organização didática, que envolve a apreciação de experiências cooperativas e democráticas como marca da presença solidária do agir docente. 2021-06-01 2022-03-21T16:36:56Z 2022-03-21T16:36:56Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8656631 10.20396/riesup.v8i00.8656631 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69108 por https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8656631/26842 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8656631/26873 Copyright (c) 2021 Revista Internacional de Educação Superior https://creativecommons.org/licenses/by/4.0 application/pdf application/pdf Brazil Brasil Brasil Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 8 (2022): Continous Publication; e022002 Revista Internacional de Educação Superior; Vol. 8 (2022): Publicação contínua ; e022002 Revista Internacional de Educação Superior; v. 8 (2022): Publicação contínua ; e022002 2446-9424 |
| spellingShingle | Teaching internship Higher education Cooperative experiences Pasantía docente Enseñanza superior Experiencias cooperativa Estágio docente Ensino superior Expêriencias cooperativas Conte, Elaine Gutierre, Liliane dos Santos Teaching stage in question : formation and implications |
| title | Teaching stage in question : formation and implications |
| title_full | Teaching stage in question : formation and implications |
| title_fullStr | Teaching stage in question : formation and implications |
| title_full_unstemmed | Teaching stage in question : formation and implications |
| title_short | Teaching stage in question : formation and implications |
| title_sort | teaching stage in question : formation and implications |
| topic | Teaching internship Higher education Cooperative experiences Pasantía docente Enseñanza superior Experiencias cooperativa Estágio docente Ensino superior Expêriencias cooperativas |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8656631 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69108 |