“Stepping into the Spotlight”: Lived Experiences of Pre-Service Teachers in Their Final Demonstration Teaching
DOI:
https://doi.org/10.48017/dj.v10i2.3410Palavras-chave:
Apresentação final de ensino, experiencias de aprendizagem, Formação e professoresResumo
Este estudo investiga as experiências vividas por professores em formação durante sua demonstração final de ensino, com ênfase nos desafios enfrentados, nos mecanismos de enfrentamento utilizados e em como essas experiências moldaram seu desenvolvimento profissional. Ancorada na Teoria da Aprendizagem Experiencial de Kolb, esta pesquisa qualitativa utilizou um desenho fenomenológico para capturar as realidades vividas pelos professores em formação. Os dados foram coletados por meio de uma discussão em grupo focal presencial com participantes selecionados intencionalmente do Marikina Polytechnic College, Filipinas, que haviam concluído recentemente sua demonstração final de ensino. A análise temática foi empregada para interpretar as narrativas. Os resultados revelaram múltiplos domínios de desafio, incluindo restrições de planejamento, prontidão para o engajamento em sala de aula, planejamento e design instrucional, dificuldades tecnológicas e logísticas, e lutas psicológicas e emocionais. Em resposta, os professores em formação aplicaram mecanismos de enfrentamento como apoio e preparação profissional, adaptabilidade profissional, resiliência emocional, apoio entre pares e contextual, e aprendizagem e desenvolvimento reflexivo. Essas experiências promoveram crescimento na confiança para conduzir aulas, competência e planejamento instrucional, liderança e controle em sala de aula, presença e comunicação profissional, aprendizagem por meio de feedback e reflexão, flexibilidade e adaptabilidade profissional, prontidão para a docência e orientação e tomada de decisão de carreira. Os resultados confirmam que a demonstração final de ensino não é apenas uma atividade avaliativa, mas uma plataforma experiencial essencial onde teoria e prática se cruzam, facilitando o desenvolvimento da identidade profissional e a prontidão para a carreira docente. O estudo recomenda apoio estruturado, mentoria e integração reflexiva mais consistente nos programas de formação de professores. Isso se estende a instituições educacionais e formuladores de políticas, incentivando práticas de formação docente sustentáveis, responsivas e reflexivas.
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Referências
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