An Analysis of a Brazilian University-School Partnership Program for Teacher Education

Abstract

Regarding the implementation of public policies focused on teacher education, it can be noted that in recent years the Brazilian Federal Government has intensified its proposal for programs focused on initial teacher training. Since 2007 in Brazil, the Institutional Scholarship for Teaching Initiation Program (PIBID) has become a public policy organization focused on teacher education. Through analyzing the implementation of these projects approved in the PIBID environment, it is possible to note that different activities have been developed in the university-school partnerships and that these joint actions supply a multiplicity of collaborative experiences. The main contribution that the PIBID performs for future teachers is that of conceiving a different educational space, which considers the school as a locus of teacher learning. Through this partnership, future teachers can experience a period understood as “pre-teaching,” during which it is possible to project themselves into their future teaching profession, experiencing their dilemmas, challenges, and successes. We can also single out the involvement of the teachers in the partner schools in the development of research into their own practices and the movement of universities in (re)thinking their teacher training courses.

Citation

Manrique, A.L. and Tinti, D.d.S. (2017), "An Analysis of a Brazilian University-School Partnership Program for Teacher Education", University Partnerships for Pre-Service and Teacher Development (Innovations in Higher Education Teaching and Learning, Vol. 10), Emerald Publishing Limited, Leeds, pp. 93-108. https://doi.org/10.1108/S2055-364120170000010006