Supervised practice in history courses: a study about Brazil/Portugal

Noda, Marisa; Solé, Maria Glória Parra Santos; Cainelli, Marlene

doi:10.1590/S1678-4634202248244825eng

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ARTICLES • Educ. Pesqui. 48 • 2022 • https://doi.org/10.1590/S1678-4634202248244825eng copy

Supervised practice in history courses: a study about Brazil/Portugal^* * The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.

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Abstract

The study presented in this article was carried out in 2019 with students from the third year of the History course at the State University of Londrina/Paraná/Brazil, and the students from the Master’s Degree in History Teaching at the University of Minho, in the city of Braga in Portugal, and addressed the meaning of the Supervised Practice for the training of History teachers. The discipline is formed within the field of dialogue between the epistemology of History and teaching procedures based on the science of History. In this text, we chose to explore a questionnaire applied to the two realities with questions that face the meaning of History, of being a History teacher and the experience lived during the implementation of teaching projects in the regencies carried out within public schools in both countries. The research in both institutions took place for two main reasons: first, because we consider that in these institutions there is an improvement in the training of History teachers, translated into a model of Supervised Practice with avant-garde characteristics, whose accomplishment is reflected in research that provokes the perception of the importance of supervised educational practices, and, second, because the experiences translated in the interviews will help understanding this moment as an essential epistemological basis for teacher training.

Supervised practice; Teacher training; History teacher

CATEGORIES	DESCRIPTORS	STUDENTS FROM UEL	STUDENTS FROM UMINHO
Motivate and manage – management professionalism.	The answers support that the History teacher must be available to help and motivate, identify and meet students’ needs. Fits on the category of management professionalism, in which the teacher has to know how to manage a class in an efficient way.	6	5
Scientific and didactic knowledge – democratic professionalism.	The answers support that a good History teacher must have a great knowledge on the teaching area (History), be a researcher, but also have great didactics. The teacher must fit on the constructivist paradigm, teach the students how to think, research, relate, in other words, to promote, in the students, historical competences.	13	3
TOTAL		19	8

CATEGORIES	DESCRIPTORS	STUDENTS FROM UEL	STUDENTS FROM UMINHO
Manager teacher	Trainees consider that the good relationship is the result of the teacher having a good control over the students (good management)	3	1
Teacher has a scientific knowledge and democratic didactic-professionalism	Trainees argue that a good relationship with the class teacher is related to a good scientific knowledge about the teaching area (History), guiding them about the teaching and pedagogical questions on teaching and learning during the practice.	9	-
Pedagogical aid and teacher’s/cooperative teacher’s affectivity	Trainees consider that a good relationship and affectivity with the cooperative teacher happened because they were aided during their practice.	5	7
Positive relationship	No definition.	1
Distant relationship	No relationship between the teacher and the trainee.	1
TOTAL		19	8

CATEGORIES	DESCRIPTORS	STUDENTS FROM UEL	STUDENTS FROM UMINHO
Pedagogical difficulty: related to students	Trainees say their biggest struggles were related to students, because they did the activities in a careless way, revealing lack of interest.	-	3
Pedagogical difficulty: designing material	Trainees say that the greatest difficulty is to elaborate didactic material for the class-workshop, and they consider the production to be laborious and difficult to contemplate the theoretical-methodological model.	17 17	2 2
Pedagogical difficulties: time/proposal management	Trainees say they struggled to manage the time of the activities proposed in classroom.	-	1
Pedagogical difficulty: evaluation	Trainees say the biggest struggle was to evaluate the activities given to the students.	-	1
Pedagogical difficulty: conducting the class	Trainees says they struggle to teach the class.	1	-
Bureaucratic difficulty	Trainees say the biggest difficulty was to handle the school bureaucracy.	1	-
Pedagogical difficulty: adjust language to the group.	Trainees say they struggled to adjust the language to the group’s age/schooling level.	-	1
TOTAL		19	8

CATEGORIES	DESCRIPTORS	STUDENTS FROM UEL	STUDENTS FROM UMINHO
Pedagogical facility: methodological – classes observation	The trainees talk about the facility, on methodological level, to observe the classes, which helps on the other steps	13	-
Pedagogical facilities: related to students	The students cooperated, participated, and fulfilled the responsibilities presented to them, easing the development of the class.	-	5
Pedagogical facility: methodological and material design	Trainees say that it was easy for them, on a methodological level, to identify the students’ previous ideas and to develop materials.	-	2
Pedagogical facility: methodological and planning the class-workshop	Trainees say it was easy, on a methodological level, to plan the class-workshop.	2	-
None of the steps was easy	All steps were hard.	-	1
Pedagogical facility: methodological and class presentation	Trainees talk about the facility, on a methodological level, in the expositive part of the class-workshop	4	-
TOTAL		19	8

CATEGORIES	DESCRIPTORS	STUDENTS FROM UEL	STUDENTS FROM UMINHO
Positive process of teaching and learning: success assigned to the students	The trainee teachers consider that their expectations were met by the way students corresponded positively during the process of teaching and learning.	3	4
Negative process of teaching and learning: success assigned to the students	The trainees consider their expectations were frustrated because the students misbehaved.	2	2
Consistent theoretical-methodological orientations	The trainee teachers consider that the success they obtained on the implementation of the intervention project was due to the good orientation they received from the supervisors.	3	1
Jeopardized expectations: little practice time, insufficient relationship with the class teacher, lack of orientation, a lot of extracurricular activities	The trainees consider that the difficulties and the failed expectations were related to the little time they had to develop the practice, few orientations, conflictive relationship with the class teacher, excessive extracurricular activities.	10	-
Process of teaching and learning achieved	The trainee teachers consider that their expectations were met because they could put into practice the knowledge they acquired during their academic education.	1
No perspectives	The trainee teacher did not develop expectations regarding the intervention project.	-	1
TOTAL		19	8

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[1] Marisa Noda is an adjunct professor at the Collegiate of History and at the Postgraduate Program in Professional Master’s Education at the State University of Northern Paraná (UENP), Jacarezinho, – PR, Brazil.

Maria Glória Parra Santos Solé is an assistant professor and director of the Master’s in History Teaching at the 3rd CEB and Secondary Education at the University of Minho (UMinho), Portugal, and Researcher at the Center for Research in Education (CIEd) in Minho, Portugal.

Marlene Rosa Cainelli is a research professor at the Postgraduate Programs in Education and History at the Universidade Estadual de Londrina (UEL) and Collaborating Researcher at the Center for Transdisciplinary Research: Culture, Space and Memory – Research Group: Education and Societal Challenges of the University of Porto, Portugal.

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Supervised practice in history courses: a study about Brazil/Portugal* * The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.

Abstract

Supervised practice in history courses: a study about Brazil/Portugal^* * The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.