Abstract
In the initial teacher education scenario, the supervised internships are considered as privileged spaces for the teacher’s professional development, while a reflexive practice is one of the paradigms that guide this formation. Hence, a significant part of the formation of a future professional lies on the university professor who takes the responsibility for the orientation of these practices. In this context, this study has the objective to identify and analyze how professors at the beginning of their career paths, who have just taken the role of supervising the practices, conceive and deal with their mentoring role and with the function of orienting reflexive practices in the education of trainee teachers. Eight professors from different teacher training courses in the Science Education area at a public federal university in Brazil have participated in this case study, where semi-structured interviews and content analysis were used as the main techniques. The results have suggested that, for one group of these professors, the reflection would have a transformative and critical function over their practices and their professional contexts. On the other hand, for the other group, the teacher’s mentoring role seemed to present a more pragmatic preoccupation, as well as the function and the way to conduct this reflection. While they are moving towards accomplishing their role as teacher mentors, other factors also show some influence in building their identities. Regarding the field of teacher education and the professionalization of education, this study has pointed out to some paths towards which it is possible and necessary to advance and it may contribute to leave teaching from a critical and reflexive orientation as a heritage for the next generations.
Highlights
This study has the objective to identify and analyze how professors at the beginning of their career paths, who have just taken the role of supervising the practices, conceive and deal with their mentoring role and with the function of orienting reflexive practices in the education of trainee teachers
Eight professors from different teacher training courses in the Science Education area at a public federal university in Brazil have participated in this case study, where semi-structured interviews and content analysis were used as the main techniques
It is up to the teacher to become aware of, denounce and participate as a dedicated agent in the creation, innovation and change of teaching actions and practices that no longer make sense in the context of the education of students in the 21st century. This position is necessary since the initial education, as a component in the construction of the professional identity within the educational institutions and must last throughout the exercise of the teaching profession (Crisostimo, 2003; Schnetzler, 1998)
Summary
The task of training a teacher in a position to meet the demands of a world in constant and rapid chang requires that training institutions break with mechanisms, structures and conceptions that have long been solidified in educational spaces and practices. For Imbernón (2001), education approaches other demands (ethical, collective, communicative, behavioral, emotional) and the teaching profession puts into practice other functions (motivation, struggle against social exclusion, participation and community relations) In this sense, it is up to the teacher to become aware of, denounce and participate as a dedicated agent in the creation, innovation and change of teaching actions and practices that no longer make sense in the context of the education of students in the 21st century. It is up to the teacher to become aware of, denounce and participate as a dedicated agent in the creation, innovation and change of teaching actions and practices that no longer make sense in the context of the education of students in the 21st century This position is necessary since the initial education, as a component in the construction of the professional identity within the educational institutions and must last throughout the exercise of the teaching profession (Crisostimo, 2003; Schnetzler, 1998). According to Pimenta and Lima (2013), in this line of education, the internships began to value activities for the development of the capacity for critical reflection involving future teaching professionals, and the contexts where teaching takes place
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
