Teacher training narratives: learning constituted in university extension

Abstract

This article seeks to understand how the teaching learning constituted by licentiate students in a university extension project aimed at teacher training contributes to the elaboration of their pedagogical practices in the exercise of teaching and to their professional development. The theoretical framework is composed of Farias et al. (2014), Franco (2015), García (1999), Gatti (2008), Imbernón (2000, 2009 and 2010), Mizukami et al. (2010), Veiga (2008), among other authors. With a qualitative approach, a questionnaire was applied to the selection and characterization of the subjects to 13 members who participated in the university extension project Center for Studies of Didactics, Interaction and Research Methodologies in Education (NEDIMPE). Two teachers were selected to carry out a narrative interview, in which the 6 steps to analyze narrative interviews systematized in Schütze (2013) were used as inspiration. The results indicated that participation in the project contributed to their having a broader perception of the pedagogical work, which impacted the planning and implementation of their pedagogical practices after becoming teachers, in addition to the understanding that theory and practice are articulated in the teaching work. According to the teachers' narratives, it was perceived that participation in the extension project was important, since they were able to glimpse that theory and practice complement each other in the teaching work. In addition, the experience of planning research and the actions carried out in extension actions had a very positive impact on the elaboration of their own pedagogical practices.