Impacts of teacher training policies: perceptions of PIBID and RP scholarship holders

• Main Author: Vanzuita, Alexandre
• Publication Date: 2024
• Other Authors: Guérios, Juliana
• Format: Article
• Language: por
• Source: Roteiro (Joaçaba. Online)
• Download full: https://periodicos.unoesc.edu.br/roteiro/article/view/32581
• topic: Formação de Professores; PIBID; Residência Pedagógica; Formación Docente; PIBID; Residencia Pedagógica; Teacher training; PIBID; Pedagogical Residency

This article presents the results of a research on teacher training programs: PIBID and Pedagogical Residency. In this section, this article aims to understand the impacts of the experiences that occur in the approximation of the university with the educational networks through the insertion of scholarship students in public schools from the perspective of scholarship holders/residents of ID. The study was conducted with 100 scholarship holders/residents, belonging to the PIBID Programs and Pedagogical Residency, students of a Federal Institute. A qualitative approach was used, with an analytical-descriptive and interpretative characteristic, and as a data collection instrument, the Focus Group was used. The final considerations reinforce that the two Teaching Initiation Programs contribute positively to the training of teachers, in view of the reports presented by the scholarship holders/residents, the PIBID and the PR Program proved to be important fields of experience, as they can help in critical and reflective training. For this reason, the PIBID and Pedagogical Residency Programs are essential in the Teacher Training Policies in our country.