Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-25T16:51:11Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tanise Gomes Rocha_Dissertacao.pdf: 895430 bytes, checksum: 46daaef6512d21d98b49a012ef65f836 (MD5) Tanise Gomes Rocha_Produto da Dissertacao.pdf: 583216 bytes, checksum: db86edd802957931d1fc60e1168a5815 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-25T16:59:26Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tanise Gomes Rocha_Dissertacao.pdf: 895430 bytes, checksum: 46daaef6512d21d98b49a012ef65f836 (MD5) Tanise Gomes Rocha_Produto da Dissertacao.pdf: 583216 bytes, checksum: db86edd802957931d1fc60e1168a5815 (MD5) / Made available in DSpace on 2016-08-25T16:59:26Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tanise Gomes Rocha_Dissertacao.pdf: 895430 bytes, checksum: 46daaef6512d21d98b49a012ef65f836 (MD5) Tanise Gomes Rocha_Produto da Dissertacao.pdf: 583216 bytes, checksum: db86edd802957931d1fc60e1168a5815 (MD5) Previous issue date: 2015-10-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / O presente estudo consiste em uma pesquisa realizada no município de Pelotas/RS sobre a inserção na docência do professor de ciências considerado novato. Desta pesquisa participaram 10 docentes recém-ingressos no campo profissional, os quais responderam a um questionário com perguntas relativas à formação inicial e ao ingresso na profissão. A revisão bibliográfica foi de fundamental importância para compreender melhor o tema em questão e também me situar da importância mundial e no impacto da melhoria educacional que se pode alcançar dando maior assistência ao professor que está em início de carreira. Os objetivos desta pesquisa foram de compreender como ocorreu a inserção do professor novato de ciências, com quais dificuldades eles se depararam no exercício da profissão e qual a contribuição teve a formação inicial para preparar esses profissionais a atuar plenamente como docente. A metodologia utilizada foi de caráter qualitativo e investigativo e como instrumento de coleta de dados, foi aplicado um questionário semiestruturado aos professores novatos participantes da pesquisa e após esses dados foram analisados pelo método da “análise de conteúdos” (MORAES,1999), que consiste em categorização, descrição e interpretação das respostas obtidas. Os resultados demonstraram que há lacunas na formação inicial desses novatos no que se refere principalmente a desarticulação entre teoria e prática pedagógica e também evidencia a ausência de ações de inserção por parte das escolas da rede estadual de Pelotas. Ao final, é proposto um curso de formação continuada para professores novatos de ciências como uma possível solução que venha a melhorar a entrada no campo profissional docente e a preencher as lacunas da formação inicial, proporcionando ao novato um crescimento no seu modelo didático pessoal, uma maior autonomia profissional e a contribuir com a fixação na carreira docente. / This study consists of a survey conducted in Pelotas / RS on the inclusion in teaching science teacher regarded rookie. This research participated 10 freshmen teachers in the professional field, which answered a questionnaire with questions relating to the initial training and entry into the profession. The literature review was of fundamental importance to better understand the issue at hand and also my place of global importance and impact of educational improvement can be achieved by giving more assistance to the teacher who is just beginning their careers. The objectives of this study were to understand how was the insertion of the new science teacher, with what difficulties they have encountered in the profession and the contribution had initial training to prepare these professionals to fully act as a teacher. The methodology was qualitative and investigative character and as a data collection instrument was applied a semi structured to novice participants teachers of the research and after these data were analyzed by the method of "content analysis" (MORAES, 1999), which It consists of categorization, description and interpretation of the responses. The results showed that there are gaps in the initial formation of these newcomers as it mainly refers to the disconnection between theory and teaching practice and also highlights the lack of integration of actions by state schools of Pelotas. Finally, a continuing education course is proposed for novice science teachers as a possible solution that will improve the entry into the teaching profession field and fill in the gaps of initial training, providing new growth in your personal educational model, greater professional autonomy and contribute to fixing the teaching profession.

Lärare som undervisar i matematik förväntas kunna mer avancerad matematik än vad de undervisar om. Men formell matematikkunskap anses inte vara tillräckligt för att lärare ska kunna undervisa så att ämnesinnehållet blir begripligt för eleverna, de behöver även pedagogical content knowledge (PCK). Begreppet belyser en speciell form av ämneskunskap för undervisning och skiljer sig från den matematikkunskap som används av andra välutbildade vuxna. Det har föreslagits att olika arrangemang av kollegialt och praktikbaserat lärande kan utveckla lärares PCK. Ett exempel på ett sådant arrangemang är learning study. Den här avhandlingen handlar om den kunskap om lärande och undervisning i matematik som studiens lärare utvecklar då de deltar i learning studies och utforskar sin praktik utifrån ett variationsteoretiskt perspektiv. Det yttersta syftet med en learning study är att utveckla elevernas lärande om specifika lärandeobjekt, genom att undersöka vad som kan vara kritiskt för elevernas lärande. I ett samarbetsprojekt med fyra högstadielärare genomfördes två learning studies i matematik, under ett år. Lärargruppen undersökte vad eleverna behöver lära för att de ska förstå i) varför en kvot kan vara större än talet i täljaren och ii) olika representationer av konstanterna k och m i räta linjens ekvation. Under learning study-arrangemangets olika steg samlades studiens empiri in och denna består av filmade lektioner, inspelade möten där lärargruppen planerade och analyserade undervisning och elevers lärande, skriftliga elevtest samt elevintervjuer. Studien har en variationsteoretisk utgångspunkt, vilket innebär att lärande förklaras ske när en person ser något på ett nytt och mer kvalitativt sätt, genom att personen urskiljer aspekter som han/hon inte tidigare har urskilt. Studien visar de två lärandeobjektens kritiska aspekter samt hur de kritiska aspekterna gradvis förändrades och specificerades. Förändringen var ett resultat av att lärargruppen fick syn på avgörande detaljer om på vilket sätt eleverna förstod ämnesinnehållet samt hur skilda sätt att förstå kunde användas i undervisningen för att utveckla elevernas lärande. Där av titeln att få syn på avgörande skillnader. Denna form av utvecklad kunskap om lärandeobjektet kan ses som ett bidrag om PCK och vad det kan vara. / It is a common view that teachers need more than formal content knowledge to teach and to make the content comprehensible to others. They also need pedagogical content knowledge, or PCK (Shulman, 1986). It has been suggested that different teacher collaboration approaches may support teachers’ development of PCK (Chapman, 2013, Davis & Renert, 2014; Steele & Rogers, 2012). This thesis aims to provide insights into the kind of knowledge about teaching and learning mathematics that teachers develop through their participation in a specific collaboration approach called learning study. Four teachers of mathematics and their 74 students (aged 15−16 years) participated in two learning studies over the course of one year. The foremost aim of a learning study is to enhance student learning about specific objects of learning and to identify what is critical for the students’ learning (Marton & Tsui, 2004). The objects of learningin the two learning studies were to understand that dividing with a denominator between 0 and 1 gives a quotient larger than the numerator and to understand different representations of the constants b and m in the equation of the straight line. During the two learning studies data were collected from 8 video-recorded lessons, 2 written student tests, student interviews, and 14 audio-recorded sessions in which the teachers and I (PhD student) planned, analysed and revised teaching and student learning. The analysis was based on variation theory (Marton & Tsui, 2004) and focused on what participants considered to be critical aspects of the objects of learning and on the components embedded in that knowledge. The result shows the identified critical aspects of the two objects of learning and, furthermore, how the teachers’ knowledge about those critical aspects gradually changed and became more refined and specified in relation to their students’ understanding. The thesis provides an insight into the value of the teachers’ enhanced knowledge of the object of learning, in relation to how PCK can be understood.

This paper examines the mathematical knowledge for teaching (MKT) in Indonesia, specifically in school geometry content. A translated and adapted version of the MKT measures developed by the Learning Mathematics for Teaching (LMT) project was administered to 210 Indonesian primary and junior high teachers. Psychometric analyses revealed that items related to classification of quadrilaterals were difficult for these teachers. Further interactions with teachers in a professional development setting confirmed that teachers held a set of exclusive definitions of quadrilaterals.

<p>  </p> <p>Mathematics teacher educators have suggested that approximations of practice provide preservice mathematics teachers (PMTs) with opportunities to engage with, develop, and demonstrate subdomains of Mathematical Knowledge for Teaching ([MKT], Ball et al., 2008) because MKT provides a way for PMTs to understand how to contextualize their discipline-specific content knowledge for effective mathematics teaching and learning. However, the affordances and limitations of commonly used forms of approximations of practice (i.e., lesson planning and peer teaching) coupled with reflective practices to engage PMTs in subdomains of MKT are still being explored. In this study, I investigated how lesson planning, peer teaching, and associated reflections individually and collectively afforded opportunities for PMTs to demonstrate and develop the MKT subdomains. Eleven PMTs enrolled in a secondary mathematics methods course at a large Midwestern University participated in the study. My dissertation comprises three sub-studies (Sub-study “1”, “2”, and “3”), and I produced three manuscripts to individually report findings from those sub-studies. I investigated how lesson planning, peer teaching, and reflections afforded opportunities for PMTs to demonstrate and describe MKT subdomains in Sub-studies 1, 2, and 3, respectively. The findings across the sub-studies suggested that several MKT subdomains (e.g., Knowledge of Content and Teaching, Knowledge of Content and Students) were evidenced in the PMTs’ planned teacher and student actions (e.g., selecting mathematical tasks, formulating and sequencing questions), and in-the-moment actions and decisions (e.g., mathematically representing students’ responses, implementing mathematical tasks). Several aspects of MKT subdomains (e.g., evaluate the diagnostic potential of tasks) were strongly evidenced only in the PMTs’ lesson plans whereas other aspects (e.g., modifying tasks based on students’ responses) were evidenced only in peer teaching. These findings suggested that various forms of approximations of practice (planned and enacted actions) created unique opportunities for the PMTs to engage with and demonstrate MKT. I also found that the PMTs reflected on some subdomains of MKT that were not evidenced in their approximated practices, indicating that how PMTs describe the MKT subdomains is not entirely a result of what subdomains they engage in during approximations of practice. My findings also revealed limitations of using approximations of practice to engage PMTs with MKT subdomains. The MKT subdomains that required the PMTs to think about students’ alternative mathematical concepts, big mathematical ideas, and non-standard mathematics problem-solving strategies were least evidenced across the approximations of practice and reflections. These findings have two primary implications for mathematics teacher educators. First, I invite mathematics teacher educators to engage PMTs in multiple forms of approximations of practice to optimize their opportunities to engage with, demonstrate, and develop the MKT subdomains. Second, I suggest potential instructional activities (e.g., inviting PMTs to reflect on their roles as students and teachers during peer teaching) that could be incorporated into approximations of practice to address the existing limitations. Broadly, I invite mathematics teacher educators to design instructional activities at the intersection of mathematics content and pedagogy, collaborating with colleagues to enhance these opportunities across programs.</p> <p>  </p>

No description available.

No description available.

The following study aims to examine the special mathematical knowledge needed in order to teach mathematics. Furthermore, the study attempts to explore how teachers’ views on the knowledge needed in order to teach mathematics affects their student’s opportunities to develop their conceptual understanding. Qualitative and quantitative empirical data was attained by observations and complementary interviews. A total of three teachers, all working at the same school, was observed and interviewed. The study used Ball, Thames &amp; Phelps (2008) practice-based theory of mathematical knowledge for teaching, MKT, as its theoretical framework when analyzing the empirical data. The result of the observations displays that math teachers tend to use common content knowledge far more than specialized content knowledge during their lessons. The outcome of this also study reveals that there is a tendency among teachers to interfuse mathematical concepts with terminology. Conceptual understanding is equated with the use of correct terminology. The students are not exposed to the underlying ideas of the mathematical concepts. The study also concludes that there seems to be a sectioning between the mathematical content taught in grade 4-6 from the rest of the content being taught in elementary school, with a low number of connections being made between mathematical topics and concepts included in the curriculum.

A presente tese analisa as aprendizagens profissionais desenvolvidas em período de estágio curricular, em que os alunos do curso de Licenciatura em Geografia da Universidade Estadual de Ponta Grossa (UEPG), Paraná, acompanharam o trabalho de professores de escolas de educação básica (Ensino Fundamental II). O conceito que fundamenta nossas análises é o de profissionalidade docente, por considerarmos que nele está o centro das proposições do estágio; assim, buscamos identificar quais elementos e dimensões da profissionalidade permeiam as ações na etapa do estágio. O foco da pesquisa está em identificar as aprendizagens que os alunos da licenciatura desenvolvem durante o estágio e, com base nesses elementos, reconhecer o papel do professor de Geografia da educação básica na formação inicial desses alunos. Buscamos fundamentar a tese de que o professor da educação básica, que atua como supervisor de estágio, é um formador de professores, na medida em que transmite saberes profissionais constituídos em decorrência de experiências individuais e coletivas, em contextos sociais, institucionais e técnico-pedagógicos, consolidados no exercício profissional. Esses saberes possibilitam aos alunos-estagiários a reflexividade da ação docente e das práticas escolares, por meio do diálogo com e na realidade profissional. O parâmetro adotado para realizar esta investigação são os ensinos e as orientações dadas por esses professores no desenvolvimento profissional dos alunos. Para gerar as informações e proceder às análises, optamos pelo método qualitativo, adotando as diretrizes fornecidas pela metodologia de análise de conteúdo, de acordo com Bardin (2007) e Franco (2008), na compreensão do objeto investigado. Realizamos entrevistas com um grupo de alunos do curso de Licenciatura em Geografia e com os professores das escolas da educação básica que os supervisionaram em períodos de estágio. As informações obtidas, o delineamento e o interesse no objeto investigado suscitaram análises no âmbito dos saberes da docência e do habitus na prática docente. Esses dois elementos foram utilizados como categorias, ao reconhecermos o direcionamento das orientações realizadas pelos professores. A centralidade das ações desses professores está no desenvolvimento da competência profissional dos alunos, com ênfase nos esquemas práticos desenvolvidos por eles durante as aulas ministradas. O diálogo não foi um elemento constante e primordial para o desenvolvimento das aprendizagens, as quais resultaram, em grande parte, de observações individuais dos estagiários sobre a prática didática dos professores da escola básica. Além de saberes, esses professores se preocuparam com a formação do habitus docente, orientando os alunos em relação a posturas, técnicas, demonstrando senso prático. Dentre o corpus de saberes reconhecidos para a docência, os professores atribuem maior importância àqueles construídos na prática profissional, com exceção dos saberes do conteúdo, os quais, segundo eles, devem ser consolidados no curso de graduação. Esses professores compreendem o estágio como espaço de trocas de experiências e, nesse processo, consideram-se orientadores de alunos-estagiários. Porém, apontam a falta de integração com os professores supervisores de estágio da universidade como um dos obstáculos ao bom desempenho dessa tarefa. / This thesis examines the professional abilities developed during the mandatory Geography teaching apprenticeship program, in which students of the Geography Teaching Licensure Course of the State University of Ponta Grossa (UEPG), Paraná, followed the work of teachers in intermediate schools (6th to 9th grade). The basic concept that underlies our analysis is that of professionality teaching, because we believe it is the center of the propositions of the apprenticeship program; thus, we sought to identify which elements and dimensions of professional teacher activity permeate actions within the apprenticeship program. The focus of the research is to identify the abilities that licensure students develop during the apprenticeship program, and with base on these elements, recognize the role of Geography teachers of intermediate schools in the basic background education of these students. We sought to provide support to the thesis that intermediate school teachers, who act as apprenticeship supervisors, are teacher coaches, as they convey professional knowledge that is built as a result of individual and collective experiences in social, institutional, technical and pedagogical contexts which are consolidated through professional activity. This knowledge enables apprentice-students to experiment the reflective-thought action of teaching activities and school practices, through dialogue with, and within, professional reality. The parameters adopted in this research are the teachings and guidance given by those teachers in the professional development of the apprentice-students. To organize information and carry out the analysis, we chose the qualitative method, adopting the guidelines provided by the Content Analysis Methodology according to Bardin (2007) and Franco (2008) to understand the object under study. We interviewed a group of students from the Geography Teaching Licensure Course and the elementary school teachers who supervised their apprenticeship programs. The information obtained, the description and interest in the object studied raised analyses in the fields of teaching knowledges and in the habitus of teaching practice. These two elements were used as categories, to recognize the direction of the advice given by teachers. The central point of the prescriptive actions of these teachers is the development of professional competence of students, with emphasis on practical schemes developed by them during classes. The dialogue was not a constant and essential element for the development of these abilities, which resulted largely from individual observations of the apprentices on the teaching practice of these elementary school teachers. In addition to knowledges, these teachers were concerned with building a teaching habitus, counseling students with regard to attitude, techniques, demonstrating a practical sense. Within the recognized body of knowledge for teaching, teachers give more importance to those built during professional practice, except for the knowledge of content, which they say should be consolidated during the undergraduate course. These teachers understand the apprenticeship program as a space for exchanging experiences and, within the process, they consider themselves orientators of the student-apprentices. However, they point the lack of integration with the apprenticeship program supervising professors of the university as one of the obstacles to performing this task well.

Made available in DSpace on 2016-04-04T18:33:20Z (GMT). No. of bitstreams: 1 ADELIR APARECIDA MARINHO DE BARROS.pdf: 1605388 bytes, checksum: 8a4be0423f45ce8f53a13acb21056ec3 (MD5) Previous issue date: 2015-02-19 / This research aimed to identify which of teaching knowledge is mobilized by the Early Childhood Education teachers in the development of teaching practices and analyze this revealed knowledge and mobilized by teachers of this phase in relation to the educational needs of children aged four months to five years and eleven months age. In characterizing the plurality of teacher knowledge, according to Dermeval Saviani (2009), they are of Attitudinal knowledge, Critical-Contextual, specific, pedagogical and didactic-Course. However, in this study, among them, was elected as cutout for analysis, Didactic Know-Curricular and Pedagogical Knowledge. For this analysis, we selected episodes of the pedagogical practices of four teachers, subjects in this study. The study was based on qualitative research, whose theoretical and methodological framework was characterized in the historical-cultural perspective approach in teaching history-criticism. To collect empirical data, we used to: two questionnaires applied to one direction of the two selected school units and other applied to teachers of these schools, with a view to the selection of research subjects, on-site observations of the pedagogical practices of teachers of Education Children and semi-structured interviews. As a result of research in the analysis of the observed episodes, proved the Didactic-Curricular knowledge and pedagogical gifts in the context of pedagogical practices of teachers, in which human development concepts are inserted described by Vygotsky, ie the social experience and the historical experience. It is considered therefore that the teachers take ownership of human cultural production in the context of their initial training and throughout his professional career. Hopefully, with this study, contribute to raising the profile of teacher knowledge - developed over the initial and vocational training course - that teachers mobilize in relation to children and their peers. Knowledge marked by the professional context, the meanings and feelings in the relationship that each teacher establishes with his own practice. / Esta pesquisa objetivou identificar quais saberes da doc?ncia s?o mobilizados pelos professores de Educa??o Infantil no desenvolvimento das pr?ticas pedag?gicas e analisar esses saberes revelados e mobilizados por docentes dessa etapa de ensino em rela??o ?s necessidades educativas de crian?as de quatro meses a cinco anos e onze meses de idade. Na caracteriza??o da pluralidade dos saberes da doc?ncia, de acordo com Dermeval Saviani (2009), eles se constituem dos saberes Atitudinal, Cr?tico-Contextual, Espec?fico, Pedag?gico e Did?tico-Curricular. Por?m, neste estudo, entre eles, elegeu-se, como recorte para an?lise, o Saber Did?tico-Curricular e o Saber Pedag?gico. Para tal an?lise, selecionou-se epis?dios das pr?ticas pedag?gicas de quatro professoras, sujeitos desta pesquisa. O estudo baseou-se na abordagem qualitativa de pesquisa, cujo referencial te?rico-metodol?gico pautou-se na perspectiva Hist?rico-Cultural com abordagem na pedag?gica Hist?rico-Cr?tica. Para coleta do material emp?rico, utilizou-se de: dois question?rios um aplicado ? dire??o das duas unidades escolares selecionadas e outro aplicado ?s professoras dessas escolas, com vistas ? sele??o dos sujeitos da pesquisa, de observa??es in loco das pr?ticas pedag?gicas das professoras de Educa??o Infantil e das entrevistas semiestruturadas. Como resultado da pesquisa na an?lise dos epis?dios observados, revelaram-se os saberes Did?tico-Curricular e Pedag?gico presentes no contexto das pr?ticas pedag?gicas das professoras, nas quais est?o inseridos os conceitos de desenvolvimento humano descritos por Vygotsky, ou seja, a experi?ncia social e a experi?ncia hist?rica. Considera-se, assim, que as professoras se apropriam da produ??o cultural humana no contexto de sua forma??o inicial e no decorrer de sua trajet?ria profissional. Espera-se, com este estudo, contribuir para dar maior visibilidade aos saberes da doc?ncia desenvolvidos ao longo da trajet?ria de forma??o inicial e profissional , que os professores mobilizam na rela??o com as crian?as e com seus pares. Saberes marcados pelo contexto profissional, nos significados e sentidos presentes na rela??o que cada professor estabelece com sua pr?pria pr?tica.

Made available in DSpace on 2016-04-27T16:32:50Z (GMT). No. of bitstreams: 1 Midia Olinto de Oliveira.pdf: 2902917 bytes, checksum: 9dd5b172edcd7cf660c80dd89e03c2ff (MD5) Previous issue date: 2013-09-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work belongs to the teaching formation field and focuses on the study of senior student from the Pedagogy Major of a public university. Under the perspective of the teacher s thought, we aimed to know and characterize those students and their conditions to the teaching profession, looking for understanding the strength of the initial formation at the preparation and acquisition of knowledge necessary to a good professional performance at the teaching profession. We also intended to identify the reasons underneath the decision for the attendance in the Pedagogy Major, the changes shaped by this formation in processes of thought related to the teaching profession, to being a teacher and to the difficulties that future teachers anticipate and expect to face in the teaching profession. The data, collected in 2012, by means of previously built and tested questionnaires, applied to 50 students, enabled a profile outline of this major seniors, based on the family, social and school dimensions, as well as the selection of three students who had not had teaching previous experience, to be interviewed in order to reveal their understanding in relation to simulated situations of the school routine data collected by means of Interview Guide and Narration of Teaching Situations, also previously built and tested. According to the theoretical contributions, mainly by Marcelo García and Lee Shulman and researchs from the 1970s about the teaching formation, the analysis of the results indicates to some tendencies already highlighted in other studies, such as the prevalence of very young students, composed mainly by women, from regular public schools. For the matter of the decision for the Pedagogy Major, in spite of the emphasis for the interest in the teaching profession and the children, there are signs that this choice had been made by social pressure and easier attendance to Higher Education and the field of work, rather than by the desire to be a teacher. Regarding to the initial formation, data revealed that the students do not feel prepared to deal with the classroom diversity and to be literacy teachers and also have little knowledge about the specific contents that must be taught in the initial grades of Primary School. They believe, however, in the inclination to study in order to compensate those gaps at the moment of the professional practice. They still asseverate their fear and insecurity related to the possibilities of well performing the profession and guarantee their future students learning, not only on account of the gaps realized at the formation course, but also the personal weakness due to the basic school which could not be totally compensated or overcome during the professional initial formation / Esta pesquisa insere-se no campo da formação docente e tem como foco de estudo o aluno concluinte do curso de Pedagogia de uma universidade pública. Sob a perspectiva do pensamento do professor procurou-se conhecer e caracterizar quem são esses alunos e quais as condições que manifestam para o exercício da docência, com o objetivo de compreender a força da formação inicial no preparo e na aquisição de conhecimentos considerados necessários para uma boa atuação profissional no magistério. Pretendeu-se identificar também as razões que permearam a decisão de ingresso no curso de Pedagogia, as mudanças configuradas por essa formação em processos de pensamentos relativos à profissão docente, ao ser professor e às dificuldades que os futuros professores antecipam e esperam enfrentar no exercício da docência. Os dados, coletados no ano de 2012, por meio de aplicação de questionário previamente construído e testado, a uma turma de 50 alunos possibilitaram a construção de um perfil dos concluintes desse curso, com base nas dimensões familiar, social e de escolaridade, bem como a seleção de três alunas, que não possuíam experiência prévia na docência, para serem entrevistadas e para se manifestarem em relação a situações simuladas do cotidiano escolar dados estes coletados por meio de Roteiro de Entrevista e Relatos de Situações de Ensino, também previamente construídos e testados. À luz das contribuições teóricas, principalmente, de Marcelo García e Lee Shulman e de pesquisas realizadas desde a década de 1970 acerca da formação docente, a análise dos resultados obtidos aponta para algumas tendências já destacadas nos estudos realizados, tais como a predominância de um alunado bastante jovem, composto majoritariamente por mulheres, provenientes de escolas públicas regulares de ensino. Quanto à decisão pelo curso de Pedagogia, apesar de destacarem o gosto e o interesse pela profissão docente e pelas crianças, há indicativos de que essa escolha se dá mais por pressões sociais e por facilidades de acesso ao ensino superior e ao mercado de trabalho, do que pelo desejo de ser professora. Com relação à formação inicial, os dados revelam que as alunas sentem-se despreparadas para lidar com a diversidade em sala de aula e para alfabetizar e têm pouco domínio dos conteúdos específicos que devem ser trabalhados nos anos iniciais do Ensino Fundamental. Possuem, no entanto, a crença de que a disposição para estudar pode suprir essas lacunas no momento em que a prática profissional solicitar. Afirmam ainda ter medo e insegurança quanto às possibilidades de desempenhar bem a profissão e garantir a aprendizagem de seus futuros alunos, em razão não apenas das lacunas percebidas no curso de formação, mas também das fragilidades pessoais decorrentes da escolarização básica, que não puderam ser totalmente compensadas ou superadas durante a formação inicial profissional