Institutional scholarship program of initiation to teaching practice: articulating knowledge and professional development

This article presents the results of a master's degree research, originating from the documentary analysis of the subproject of the Institutional Scholarship Program of Initiation to Teaching Practice (ISPITP)/Pedagogy and of the interviews that were done with the undergraduates participating in this Program. One of the objectives in the study was to identify which knowledge was learned, built and mobilized by the undergraduates, in the contexts of training/practice and how they articulate to their professional development The theoretical reference was based on studies about the professional development of teachers, highlighting mainly the propositions by Garcia (2009), which emphasizes the procedural character of the training, its dimension of changing, as well as its close relationship with the school, concrete context where the teaching work is developed. Similarly, we rely on the contributions by Tardif (2011), who considers the teachers' knowledge as plural, heterogeneous and originated from different sources, registered in the time and related to life and to the performance context. Based on the thematic analysis (BARDIN, 2002), we saw that the undergraduate students took several kinds of knowledge relating to the curriculum, the disciplines, the experience and the professional training (Tardif, 2011), as well as pedagogical ones (PEPPER, 2007). We also evaluated that the program favors and anticipates the professional socialization through peers, which seems to have a positive impact on the professional development of the students.