ABSTRACT:
The presentwork, based on collaborative action research and (auto)biographical research, focuses on the formative experiences of the authors in a Science Project within a Teaching Residency Program (PRD), aiming to analyze the knowledge produced by these experiences, list their impacts on teacher training and identity construction, , and to identify the conditions of the PRD that favored the construction of professional knowledge. The analytical process was based on Discourse Analysis. The three narratives had as a common point the identification of the beginning of the career as a stage of intense learning, transformations in professional identities and unfavorable working conditions. We relate the changes in curricular policies on undergraduate courses to the expansion of pedagogical and experiential training of teachers. We characterize the participation in the PRD as a stage for the development of co-teaching and research on praxis, the construction of different professional knowledge and the development of the authors’ teaching identity, as teachers-researchers-authors.
Keywords:
Science’s Teacher Education; Teaching Residency; Teacher Identity