Contributions to teacher development in the context of a teacher training program

Abstract

This article discusses continuous teacher education and presents the results of research involving 14 teachers from the public basic education network, who act as supervisors in the Biology sub-project of the Programa de Bolsas de Iniciação à Docência (PIBID), which is a grant awarding scheme for trainee teachers, in 7 institutions of higher education in Rio Grande do Sul (RS). The objective of this study was to analyse, from the perspective of the supervising teachers, the effects of participation in the program (PIBID) on their continuous teacher training. The data was collected using an anonymous questionnaire and semi-structured interviews, which was analysed by Discursive Textual Analysis (DTA). Analysis of the results demonstrated emerging categories that provided a view of positive aspects of the relationship of PIBID on the continuous formation of teachers, especially with regard to the supervisors who work directly with the program. In the teachers’ reports, there are important changes in their practice evidencing the adoption of new perspectives on education and the integration of different methodologies in their teaching practices.