Contribuições do PIBID na construção da identidade docente de licenciados em química
The aim of this research is to present the results related to the contributions of the Institutional Program of Scientific Initiation Scholarship (PIBID), subproject - Chemistry of UTFPR Campus Apucarana, to chemistry graduates and to identify how the program assists in the construction of identity...
| Autor principal: | Borges, Larissa Caroline da Silva |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/5507 |
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| Resumo: |
The aim of this research is to present the results related to the contributions of the Institutional Program of Scientific Initiation Scholarship (PIBID), subproject - Chemistry of UTFPR Campus Apucarana, to chemistry graduates and to identify how the program assists in the construction of identity in these graduates. For this purpose a questionnaire entitled "PIBID and the Training of Chemistry Teachers" was made available to the graduates through Google Forms, in the procedure of data collection. In the development of the research was used as a theoretical methodological resource the Content Analysis, proposed by Moraes (1999) and Bardin (2011), being used as categories of analysis the Learning Learning Focuses (FAD) an analysis tool that has the purpose to highlight: The Interest for Teaching (Focus 1); Practical Knowledge of Teaching (Focus 2); Reflection on Teaching (Focus 3); Teaching Community (Focus 4); Teaching Identity (Focus 5). It is important to point out that the purpose of this work is the fact that the PIBID is innovative in teacher training and it is convenient at the present time, when the program is established, to discuss its contributions in career choices and in the construction of the identity of these teachers. The results of this research indicate that the program has contributed to the professional and personal learning of its participants, highlighting the initial formation together with PIBID, as a fundamental environment for the construction of the teaching identity. |
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