Teacher training narratives: learning constituted in university extension

Abstract

This article seeks to understand how the teaching and learning experiences of undergraduate students in a university extension project focused on teacher training contribute to the development of their pedagogical practices and their professional development. The theoretical framework is based on authors such as Farias et al. (2014), Franco (2015), García (1999), Gatti (2008), Imbernón (2000, 2009, and 2010), Mizukami et al. (2010), and Veiga (2008), among others. Using a qualitative approach, a questionnaire was applied to 13 members of the university extension project Nucleus for Studies in Didactics, Interaction, and Research Methodologies in Education (NEDIMPE) to select and characterize subjects. From this group, two teachers were chosen for a narrative interview, inspired by the six steps for narrative interview analysis systematized by Schütze (2013). The results indicate that participation in the project contributed to a broader understanding of pedagogical work, which positively impacted the planning and implementation of their teaching practices after they became teachers. This also helped them understand the interconnection between theory and practice in teaching. According to the teachers' narratives, their involvement in the extension project was important because it allowed them to see how theory and practice complement each other in teaching. Furthermore, the experience of planning research and actions carried out in the extension activities had a very positive impact on the development of their own pedagogical practices.