出版社：Grupo de Pesquisa Metodologias em Ensino e Aprendizagem em Ciências
摘要：In this article we present the results of a research carried out with students from a Biological Sciences Degree course at an university in the state of Paraná, Brazil, whose objective was to investigate teacher learning during the PIBID and Pedagogical Residency meetings. To this end, the meetings of these two groups were monitored and interviews were conducted with their members. From the process of interpreting the transcripts of the interviews, which was carried out in the light of the Discursive Textual Analysis, three categories emerged: Academic Group; Learning Evidence; Relationship with Professional Qualification. Such results led us to consider to support this investigative movement Wenger's Social Theory of Learning and its conceptualization of Communities of Practice, in addition to the Strands of Teacher Learning (FAD) that inspired the research. Among the conclusive considerations we reached are the need for permanence and interconnections between CoPs for learning and professional qualification for teaching.
关键词：Initial teacher education;Communities of practice;Strands of teacher learning;Professional qualification.
