SCIENCE CLUB: CONTRIBUTIONS TO INITIAL TEACHER EDUCATION

Authors

DOI:

https://doi.org/10.5212/Rev.Conexao.v.17.18139.70

Abstract

Initial teacher education must go beyond the knowledge obtained at the university and the systematized supervised internship practices. Therefore, this work aims to characterize academic monitoring in the Science Club university outreach project – UNESPAR in its contributions to initial teacher education. The study was carried out as qualitative research by applying questionnaires to undergraduate students to collect their experience reports. Based on the textual discourse analysis perspective, the following characteristics emerged: practice as a curricular component, Science Club contributions to teacher education, Science Club contributions to Basic Education students, and challenges and possibilities regarding the Science Club. Our results enabled discussions on the skills acquired by the monitors through their participation in the outreach project.

Author Biographies

Simone Terezinha Grossklaus, Universidade Tecnológica Federal do Paraná - UTFPR

Aluna de Mestrado da Universidade Tecnológica Federal do Paraná (UTFPR), Ponta Grossa – PR, Brasil.

Camila Juraszeck Machado, Universidade Estadual do Paraná - UNESPAR

Professora da Universidade Estadual do Paraná (UNESPAR), União da Vitória – PR, Brasil. Doutorado em Ensino de Ciência e Tecnologia.

Larissa Romanello, Universidade do Estado de Minas Gerais - UEMG

Professora da Universidade do Estado de Minas Gerais (UEMG), Ituiutaba – MG, Brasil. Doutorado em Ciências. 

Rosemari Monteiro Castilho Foggiatto Silveira, Universidade Tecnológica Federal do Paraná - UTFPR

Professora da Universidade Tecnológica Federal do Paraná (UTFPR), Ponta Grossa – PR, Brasil. Doutorado em Educação Científica e Tecnológica.

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Published

2021-11-08

Issue

Vol. 17 No. 1 (2021): Publicação Contínua

Section

ARTIGOS

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