Teaching residency as a space for teacher development: reflection and the reconstruction of pedagogical discourse

Abstract

The course "Practice and Residency in Educational Institutions", included in the current Curriculum Design (approved by Resolutions No. 306/99-CD and No. 736/99-CD), is offered in the fourth year of the Teacher Education Program in Educational Sciences. It belongs to Area IV: "Theory and Technique of General Frameworks for Educational Intervention", and its learning objectives are: (a) to understand the theoretical frameworks that underpin educational intervention, its possible approaches and conditions; and (b) to develop the ability to use various tools considered essential for any educational intervention. The course adopts a theoretical-practical approach, runs throughout the academic year, and includes a total of 144 hours (six hours per week). It contributes significantly to the professional profile of graduates in the Teacher Education Program in Educational Sciences.

Each year, as students progress through the Practice and Residency in Educational Institutions course, we accumulate a shared body of knowledge, emerging issues, and areas of interest for research that evolve into new or renewed topics related to teaching and learning in teacher education. In this article, we aim to highlight certain aspects of this daily work, which continuously invites us to revisit concepts, expand ideas, and integrate new insights that temporarily illuminate the formative journey undertaken by students in the Educational Sciences program at the Faculty of Humanities (UNNE).