Teaching internship: new technologies and new ways of teaching
Talking about the teaching stage was a choice made to arouse interest in the subject, share tips and reflect a little on our role as future teachers (for MEC and for Capes postgraduate is the future teacher). I know that each program has its peculiarities, but I am one of those who argue that given task is a fulfilled task.
Face the teaching stage as a challenging task. Taking responsibility for teaching requires leadership, ethics, humility, planning, and critical teacher posture. Even as a graduate student with supervised teaching activity attitudes in the classroom will reflect much beyond their knowledge, reflect their leadership and their malleability.
Plan the time for each presentation, not forgetting to allocate a few minutes for questions from the audience. Imagine and ponder on what possible inquiries and their answers (the finale to many who attended your lesson many concepts are being presented for the first time).
It is also necessary to train the “face landscape” for some embarrassing questions, after the second week of class (after the 3rd meeting with the class) you will already notice which students are the “little guys” of the group and want to be the center of attention and one who does not really understand and ask “obvious” questions.
People management is not a competence of the teacher, but it is a skill that we educators are perfecting the measure of teaching practice. The management of knowledge and learning transcends the management of people (emotional situation, culture conflict and generation) the key is to use ethical stance as a criterion.
Another very provocative question is the assessment of knowledge that was constructed and shared in the classroom. The evaluation process should be in line with the teaching methodology, so it is necessary for the teacher to be attentive to the documents (PPP of the course, teaching plan and professional competencies) that validate the course and the discipline that is ministering. How can we change the way we evaluate?
To evaluate differently we have to teach in another way and in this scenario emerges the active methodologies that show different techniques and forms of traditional teaching.
I still believe that a great part of the graduates who enter the postgraduate, mainly in the Master, has a fixed idea in the head: to be university professor. But to get there the path seems long and full of pebbles. As in everything you try to do, it takes a lot of study, dedication, patience (a good dose) and experience! And one of the devices used to obtain this experience is the Teaching Internship.
What is the Teaching Internship?
In addition to the activities common to all postgraduate programs (here always thinking about the Master’s degree) such as the follow-up of the classes of the disciplines, study groups, the elaboration of scientific articles and participation in academic events, another important tool in this process of training and construction, is the teaching internship. It is regulated by art. XVII of the resolution of PORTARIA 52, dated 2002 by CAPES. Without hurting the general regulations of CAPES, each postgraduate program elaborates the guidelines of its Teaching Internship, with no major differences between the various programs.
Objective and methodology
The general objective of the Teaching Internship when it was conceived by CAPES was to promote the formation of high-level human resources through the insertion of the graduate student in the classroom. Assist through monitoring in disciplines in the form of elaboration and resolution of lists of exercises; teaching classes and organizing mini-courses and seminars; drawing up a work plan as well as a report at the end of the internship are some of the idealized assignments for the teaching internship period which usually lasts for a semester. As a rule, the Internship should be proposed / requested to the Department of the Center where the postdoctoral adviser is allocated.
The importance of the Teaching Internship: what is it for?
This procedure is a time for the graduate student to have contact and experience with teaching. In this period he should experience a little of what it is to be a university professor, even serving as a proof space for his future choices. However, in most cases, it is not applied in the most appropriate way and in the most efficient way for the postgraduate learning process. One of the recurring complaints of trainee trainees is that their participation is almost always reduced to the correction of lists of exercises and ministrations of only one class, when one is aware that it should be something much broader and deeper, so that it really translates into proposal of the Teaching Internship.
Who can do it?
Although in most of the programs the Internship is compulsory only for the scholarship students, I believe that even with all the difficulties it is an experience that would be valid for all post-graduates, especially those who still feed the difficult dream mentioned in the beginning of text.