PRIMEIRAS EXPERIÊNCIAS DA VIVÊNCIA NA PRÁTICA PROFISSIONAL: concepções e reflexões de Licenciandos em Ciências Biológicas

Abstract

A Supervised Internship is usually the initial path for the inclusion of trainee teachers in a school environment. However, formative gaps in teaching courses require attention and reformulation. Investigating the initial education in Biological Sciences, this study aimed at promoting a dialog about conceptions resulting from the first experiences as trainee teachers in biological sciences from 12 undergraduate students. From this viewpoint, data was gathered by means of answers to a questionnaire and analyzed based on Discursive Textual Analysis. The narratives described formative and career gaps that reflected the fear of teacher responsibility, difficulty in dealing with indifferent and undisciplined students, and shortcomings in the didactic transposition. They also pointed out constructive teacher training experiences and conceptual development. Thus, career restructuration should be carried out so that, together with the Supervised Internship, may promote an environment of reflection and discussion that broadens concepts and unites theory and practice, providing essential tools for the teaching role.