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      Vivências e percepções dos estágios pedagógicos: estudo com alunos de licenciaturas ensino Translated title: Experiences and perceptions during practicum: a study with preservice teachers

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          Abstract

          Centrado na última etapa da formação inicial de professores - os estágios pedagógicos - o presente trabalho explora alguns dos aspectos mais significativos da estreia na profissão docente. Incidindo na perspectiva dos professores-estagiários, o repertório explorado abarca as principais vivências e percepções associadas ao “tornar-se-professor”, dando a conhecer alguns dos maiores ganhos e dificuldades inerentes a este processo. Tomando as respostas de 229 professores-estagiários da Universidade do Minho no Inventário de Vivências e Percepções de Estágio (Versão para as Licenciaturas em Ensino), aplicado no início e no final do estágio, detectaram-se oscilações positivas na forma como os professores-estagiários vivenciam esta etapa formativa. Entre as cinco dimensões do questionário (“Socialização Profissional e Institucional”, “Aspectos sócio-emocionais”, “Aprendizagem e Desenvolvimento Profissional”, “Apoio/Recursos/Supervisão” e “Aspectos Vocacionais”), destaquem-se os maiores níveis de satisfação e ganho percebidos pelos sujeitos nas dimensões “Socialização Profissional e Institucional”, “Aprendizagem e Desenvolvimento Profissional” e “Aspectos Vocacionais”.

          Translated abstract

          Focusing on the last stage of the Initial Teacher Education - the practicum experience/preservice program - this paper explores some of the most significant aspects of the initial teaching experience. Concentrating on preservice teacher’s perspectives, the paper encloses the main experiences and perceptions related to “becoming a teacher”, presenting some of the major gains and difficulties inherent to this process. The answers of a group of 229 student teachers from Minho University to the “Inventory of Experiences and Perceptions at Practicum” (Version for Teacher Education Students), applied at the beginning and at the end of the practicum, showed positive oscillations in the way student teachers live this stage of their professional development. Among the five dimensions explored by the Inventory (“Professional and Institutional Socialization”, “Social and Emotional Aspects”, “Learning and Professional Development”, “Support/Resources/Supervision” and “Vocational Aspects”), results suggest higher levels of satisfaction and major gains on “Institutional and Professional Socialization”, “Learning and Professional Development” and “Vocational Aspects” dimensions.

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          Most cited references40

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          Perceived Problems of Beginning Teachers

          S. Veenman (1984)
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            Educating the Reflective Practitioner

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              Currículo: teoria e práxis

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                psicousf
                PsicoUSF
                PsicoUSF
                Universidade São Francisco (Itatiba )
                1413-8271
                December 2003
                : 8
                : 2
                : 145-153
                Article
                S1413-82712003000200006
                cf42f16f-d85c-4c7c-a2aa-594ae44b96ba

                http://creativecommons.org/licenses/by/4.0/

                History

                Young-adults development,University-work transition,Teachers education,Practicum (preservice program),Estágio,Desenvolvimento de jovens-adultos,Transição universidade-trabalho,Formação de professores

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