Uma proposta metodológica para o estágio curricular supervisionado V, na educação a distância, baseada no ciclo da experiência Kellyana

• Ano de defesa: 2015
• Autor(a) principal: SILVA, Ana Paula Teixeira Bruno
• Orientador(a): BASTOS, Heloisa Flora Brasil Nóbrega
• Banca de defesa: MOITA, Filomena Maria Gonçalves da Silva Cordeiro, CARMO, Luiz Augusto de Carvalho, MIRANDA, Antonio Carlos da Silva, JÓFILI, Zélia Maria Soares
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Educação a distância; Formação de professores; Professor de física; Estágio curricular supervisionado; Teoria dos construtos pessoais
• Palavras-chave em Inglês: Distance education; Teacher training; Physics teacher; Supervised curricular stage; Theory of personal constructs
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5377

Distance Education is a mode of delivering education that allows new opportunities of access to higher and continuing education. In this context, the supervised curricular stage requires the compulsory presence, according to the legislation. This research presents a methodological proposal based on George Kelly's Theory of Personal Constructs, whose objective is to analyse the contributions of the experience of the Supervised Curricular Stage V, organised and based on Kelly's Experience Cycle (KEC), towards the construction of a reflexive teacher's practice, as well as to relate the conceptions of managers and classroom teachers of stage field schools, about aspects that favor and/or difficult the performance of the graduate students in the school. Participated in the study a representative of the Executive Secretary of Education, six school principals and six classroom teachers from stage field schools, who took part in the first phase. Besides these, nineteen licentiate students from the course of Licentiate in Physics from UFRPE/UAB also participated in the second phase. The methodology used was organised as a KEC, which has five phases, allied to the work of Cooperative Group. The analysis of the results showed the need for integration between the institutions involved in the formation process of the future teacher. The reflective process started by the KEC enabled the evolution of conceptions of licentiate students/trainees, contributing to their learning.