The school teacher as a co-trainer of student teachers in the Institutional Teaching Initiation Scholarship Program
DOI:
https://doi.org/10.48075/rt.v16i3.29570Keywords:
Teacher development, Pibid, Public educational policyAbstract
The Institutional Teaching Initiation Scholarship Program (Pibid) is a public educational policy whose one of its main goals is to encourage school teachers to play a leading role in the initial teacher development of student teachers. Considering the fact that the mentoring of a supervising teacher is relevant for the professional development of colleagues entering the teaching profession (MALDEREZ, 2001; INGERSOLL; SMITH, 2004; MANN;TANG, 2012; CLARKE et al., 2014), this study aims at analyzing what Pibidianos, the student teachers in Pibid, report regarding the role of the supervising teacher, who is the school teacher, as their co-trainers. For this, an online questionnaire was created and sent to Pibid coordinators throughout Brazil so that Pibid student teachers could answer it. There were 1,051 responses. The student teachers answered to a statement, based on the Likert scale, in which they should evaluate if the supervising teachers have an important role as their co-trainers. In addition, the respondents could make optional comments on their responses. The results indicate that the respondents of this research consider that the public school teachers have a central role in their teacher development due to the following aspects: (1) their constant presence and their involvement in lesson planning; (2) collaborative construction of teacher development between supervisor and student teachers; (3) approximation between theory and practice in the teaching activities; (4) the anxieties and fears and emotional support offered by the supervising teacher; and (5) the understanding of basic education students as subjects who also contribute to teacher development.
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