Os professores da escola de educação básica e suas contribuições na formação dos bolsistas de iniciação à docência da área de química

• Ano de defesa: 2013
• Autor(a) principal: Afonso, Andréia Francisco
• Orientador(a): Marques, Clélia Mara de Paula
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Química - PPGQ
• País: BR
• Palavras-chave em Português: Química - estudo e ensino; Formação inicial; Programa Institucional de Bolsas de Iniciação à Docência; Bolsistas de iniciação à docência; Professores; Educação básica
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/6284

In this study we investigated the role of employees and trainer teachers of a public school for basic education of São Carlos, in hosting and collaborating with Chemistry teaching initiation scholarship fellows, participants of Institutional Program Initiation Scholarship to Teaching. The researcher was a participant observer, working as an advisor to these fellows. In addition to the Chemistry fellows also participated in this research: three supervisors, Chemistry teacher of public school, who is also one of a supervisor; the Secondary School coordinator and two coordinators of Literature and Chemistry fields. For data collection were used: the researcher's field diary, the portfolio and audio recorded, semistructured interviews. These recordings were described in its entirety or in parts. Data were analyzed using the categories established from the research question. The results point out that monitoring the work of a more experienced teacher is essential for fellows to better identify the role of the teacher in the classroom, thus contributing to the construction of identity teacher. The indiscipline and number of Chemistry classes are some of the difficulties cited by fellows, but these obstacles are also faced by school teachers. Thus, the openness of the employees and trainer-teachers to dialogue and collaborative work, advising and sharing their experiences during the activities, conveys security and support so that fellows may continue evolving. But for the contributions of these teachers are potentiated, it is necessary that theses teachers feel included in the initial stages of the training process of these fellows.