Volume/Issue :

Article type :

Original article

Page No :

40-51

Abstract :

Through initiatives of the Brazilian government, undergraduate students are taking the opportunity to experience in practice the challenges of being a teacher, as well as help-ing to improve education in public schools. One such initiative is the program PIBID (Programa Institucional de Bolsas de Iniciação à Docência – Scholarship Program for teaching’ Initiation) which addresses the relationship between school and university favors the exchange of experiences. This paper presents the contributions of chemistry subproject PIBID at USP (University of São Paulo) for pre-service chemistry teachers’ students for competent use of visual tools in teaching chemistry. For a qualitative research, were used questionnaires and interviews with pre-service teachers who were participating of the PIBID on the second half of 2012. By the outcomes can be seen the participants’ interest about the program, which shows the importance of learning to teach chemistry, leading students visualize the content. Furthermore, it was noticeable that the PIBID changed the viewpoint of the project participants about the teaching career, now they are able to experience other forms of action, re-thinking about the traditional method of teaching. Still, according to the outcomes, pre-service chemistry teachers’ students stressed the importance of PIBID on filling gaps of pre-service teacher training programs, facilitating the access to schools and preparing them to act professionally with a more concise theoretical baggage.

Keywords :

PIBID, teacher education, teaching practice

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Cite as :

Campos dos Santos, V., Gomes de Gouvêa, L., & Arroio, A. (2013). Contributions of Brazilian
project PIBID to pre-service chemistry teachers’ education in loco. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 5(1), 40-51. https://doi.org/10.48127/spvk-epmq/13.5.40