Abstract

BEDIN, Everton  and  PINO, José Claudio Del. Interactions and intercessions in round-table discussions: spaces for initial teacher-training. R. Bras. Est. Pedag. [online]. 2018, vol.99, n.251, pp.222-238. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.99i251.3383.

This empirical essay, outcome of a pedagogical intervention, is based on the critical analysis of the experience carried in round-table discussions with chemistry teachers in their initial training at a private university of the Greater Porto Alegre metropolitan region, Rio Grande do Sul. Furthermore, it aims to contribute to the methodological and pedagogical qualification of the round-table discussions as a bilateral-relation extension course, presenting the research subjects’ reflections on being a teacher in the contemporary world. The data, interpreted and analyzed through Discursive Textual Analysis (DTA) and supported by quantitative and qualitative information, were obtained through dialogue in round-table discussions, based on a pre-structured questionnaire. In conclusion, the conversation spaces enabled future teachers a perception of a critical and reflective training in/by the pedagogical practice, to seek quality and improvement in their epistemological education.

Keywords : teacher training; identity; round-table discussions.

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