A bibliographical review on the construction of teaching identity in the Institutional Program for Teaching Initiation Grants in the pre-service training of Science and Biology teachers

Abstract:

This study aimed to characterize an excerpt from the dissertation written by one of the authors about the contributions of the Science and Biology teacher training course on the building of the teaching identity among undergraduates, by emphasizing the teaching initiation opportunities during pre-service training. Following a qualitative approach, we collected data from papers about PIBID that involve students in the undergraduate programs in Biological Sciences (teacher education) or together with undergraduates in other programs. The results pointed out that the PIBID has significantly contributed to the learning and development of the teaching identity of the undergraduates. However, limitations and contradictions have been detected, including: the quality of monitoring and improvement of practices in the Program, the need to extend opportunities to other undergraduates, in addition to questions about the need to aggregate opportunities developed during the PIBID to the curricula in undergraduate teacher education courses.

Keywords: Biology teaching; Teacher training; Teaching identity; Bibliographical review