SUPERVISED INTERNSHIP IN TEACHER TRAINING: STATE OF THE ART OF NATIONAL RESEARCH IN SCIENCE TEACHING

ABSTRACT: In this article, our proposal focuses on presenting the results of a mapping carried out in publications in the area of Science Teaching, focused on the topic supervised training in the initial formation of teachers. We carried out a study called state of the art in 56 periodic publications, resulting in a total of 87 articles analyzed, which were submitted to Content Analysis procedures. As results, we found 8 categories that represent the main aspects addressed by researchers/educators about the supervised stages, namely: didactic strategies; theoretical discussions about supervised internship; training tools; teaching action; trainee conceptions; teacher learning; evidences of the constitution of the teaching identity and the relation between the subjects involved in the formative triad. We emphasize that this research allowed us to visualize a plural discussion about Supervised training in undergraduate courses, provoking reflections about the trends in this area and gaps still to be investigated, highlighting teacher education.

摘要：本文旨在呈现针对科学教学（Science Teaching）领域出版物所开展的文献图谱分析结果，研究聚焦于教师初始培养阶段的监督式训练（supervised training）主题。本研究针对56种学术期刊开展研究现状（state of the art）梳理，最终纳入分析的文献共计87篇，所有文献均接受了内容分析（Content Analysis）流程处理。研究结果显示，研究者与教育工作者围绕监督式培养阶段所探讨的核心议题可归纳为8个类别，具体包括：教学策略（didactic strategies）、关于监督式实习（supervised internship）的理论探讨、培养工具、教学实践、受训者认知、教师学习、教学身份建构的相关证据，以及形成性三角（formative triad）中涉及的主体间关系。需要强调的是，本研究展现了本科阶段监督式训练领域的多元讨论格局，引发了对该领域研究趋势与尚待探索的研究空白的思考，并凸显了教师教育的重要价值。