Estágio na formação de professores: relação professor regente-estagiário

Abstract

The teacher and the teacher regent have a relevant position in the training of future teachers. In a scenario, to which it is complex intercalary theory and practice along the academic trajectory of the graduates. Faced with this subject, it is proposed in this study to understand the possible factors present in the relationship between future teachers and regent teachers during the supervised stage in Physics. In addition to identifying the influences that this relationship entails in the process of constructing the trainee's teaching identity. In order to assist in this study, a literature review was carried out, supported by the studies of Albuquerque (2007) and Daniel (2009), in addition to using the methodological assumption the qualitative approach, making use of a semi-structured interview. Ten graduates who studied the curricular component of Reflective Practice for the Teaching of Physics III were interviewed. The interviews were transcribed and analyzed through content analysis. The data analyzed refer to a lack of communication, as well as a lack of dialogue in the reception of the regent teachers and future teachers, as well as the lack of commitment of the regent teachers to assist the trainees in this process. It was noticed that, although he is not educated to work with the trainees, the regent teacher, in the context researched, assumes a relevant role in the articulation between theory and practice in the learning of the pedagogical knowledges of the future teacher, assisting him in the process of construction of the teacher identit.