Competência e identidade do professor na formação inicial

Abstract

This study deals with the development of teaching competence and the construction of the identity of the professional teacher from the Compulsory Supervised Internship. To trigger the study, the following question was formulated: What is the conception of the student interns about the development of teaching competence and the construction of the identity of the professional teacher? In order to answer the question, the general objective was to investigate the development of the teacher's competence and identity during the Compulsory Supervised Internship. The specific objectives were to describe, through bibliographic research, the concept and the factors involved in the development of the teacher's competencies and identity, and to verify how the students initially develop the competencies of the teaching profession and the teacher's identity during the Internship. The methodology uses a descriptive qualitative approach, structured in stages: the first stage is for studying the theoretical basis, the second stage is for defining the methodology and choosing the instrument for data collection, and the third stage is for organizing and analyzing the data collected. We conclude that, according to the students' reports, the Supervised Internships in the Undergraduate Degree in Biological Sciences of ICBS-UFAL are moments that allow the construction of professional identity and the development of competencies related to teaching.