Post by account_disabled on Feb 20, 2024 6:32:27 GMT -5
Tool in teacher training courses. It gives the graduate the opportunity to make a connection between theory and practice, promotes development in the professional field and expands the cultural universe. In addition to enabling reflection on one's own practice. Guided by the problem question: what experiences is the internship capable of providing future graduates? This article aims to present an experience report in the supervised internship in biology, in high school, in Youth and Adult Education (EJA), specifically, in the night shift. To this end, diverse activities were used in the classroom to develop the proposed content, aiming to bring students closer to scientific knowledge for better learning. The students' opinions through oral and written reports were used as a methodology to assist in the construction of this work, and mainly as feedback.
For reflection on practice in practice by future teachers. In conclusion, the data showed that it is possible to achieve learning in a more dynamic way when the classroom constitutes a place Phone Number List of respect, dialogue and exchanges necessary for teaching biology in the teaching/learning relationship. Keywords: Supervised Internship, Teacher training, Youth and adult education, Biology Teaching. INTRODUCTION The supervised internship is part of the curriculum of undergraduate courses whose main objective is to relate the theory worked on in specific disciplines with the reality of school institutions (SOUZA and MARTINS, 2013). In this way, it promotes a series of factors, such as: reviving the learning of various subjects previously studied, offering possibilities to improve the teaching profession and the exchange of knowledge/experience.
Between teacher and student Disregarding this dimension of training, or even relegating it to a secondary level, is to disbelieve in the possibility that the process of initial training can be a fertile and fruitful space to unite practices and knowledge, in a reflective way and increasingly instrumentalize the educator as reader and builder of his practice, his action (OLIVEIRA, 2004, p. 138). Thinking about the internship in this dimension means conceiving it as a field of knowledge to be investigated, developing actions and configuring new activities to be carried out by students who learn while teaching. It is up to us, as educators, to promote practices that promote the transformation of education and individuals. For Silva and Gaspar (2018), the internship should be understood as a field of construction of professional teaching identity. In this process.