The Role of Pibid in Graduation Courses: Discussing Teachers' Education

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Author(s): Carlos Eduardo da Silva Santos (Federal Institute of Education, Science, and Technology of Tocantins, Brazil), Denise Lima de Oliveira (Federal Institute of Education, Science, and Technology of Tocantins, Brazil)and Mirelle da Silva Freitas (Federal Institute of Education, Science, and Technology of Tocantins, Brazil)
Copyright: 2018
Pages: 17
Source title: Fostering Reflective Teaching Practice in Pre-Service Education
Source Author(s)/Editor(s): Zineb Djoub (Abdelhamid Ibn Badis University of Mostaganem, Algeria)
DOI: 10.4018/978-1-5225-2963-7.ch012

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

One of the greatest challenges of teachers' education is its requirement to ally theory and practice. In Brazil, this scenario fostered the implementation of the Institutional Scholarship Program for Pre-Service Teacher Education – Pibid by a Governmental agency. The core of the program is to offer undergraduate students the opportunity to experience teaching process as they participate in school routine. Although Pibid dates from 2007, it was implemented at the Federal Institute of Education, Science and Technology – IFTO in 2009. This chapter presents the history of Pibid at IFTO and an analysis of its results with regards to fostering reflective teaching. We employed a qualitative research methodology to conduct this case study. Besides the literature review, we analyzed the reports of Pibid and we surveyed graduates who participated in it while attending their graduate courses. Data confirms that Pibid is beneficial to teachers' pre-service and in-service education; it promotes interaction between theory and practice and, most importantly, it helps developing reflective teaching.

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