Contributions and possibilities of the Pedagogical Residency for the initial formation of Physics teachers: an experience report

Abstract

The Pedagogical Residency program was established in 2018, as part of the National Teacher Training Policy (PNFP, acronym in portuguese), which aims to articulate theory and practice in initial teacher training. With this present work, we aim to report the activities developed within the scope of the Pedagogical Residency in Physics at UFSM, in the years 2020-2022, and also to point out the contributions and possibilities of the program for the initial training of physics teachers in the context of UFSM. The Pedagogical Residency in Physics at UFSM was structured in three axes, namely: i) training activities, ii) observation activities and iii) conducting activities. The set of three axes contributed to: a) the improvement of the initial training of teachers, through the articulation of theory and practice and the enhancement of activities that were carried out only in the mandatory supervised internships; b) strengthening of the University-School relationship and c) permanent training of preceptors. In this way, the program provided residents with a more significant initial training, given that the undergraduate course in full degree in physics, with its outdated curriculum, would not cover all the fundamental aspects of teacher training.