Abstract:
This paper aims to show that a pluralistic practice-based activity that involves the reflective practice, the playful and the use of technology can contribute to a better initial training of Physics teachers and help them to face several classroom problems. The survey was conducted under a qualitative perspective and seeks to answer particular questions about the investigated reality, concerned with the diagnosis of the problem at a specific context. For data analysis, we have chosen the Content Analysis proposed by Bardin as research methodology. As a result, we have verified a gradual evolution of undergraduates by taking a participatory, reflective and interactive posture during the activities, showing that the proposal has the potential to promote initial training of Physics teachers, in the sense of contributing significantly so that these new professionals to acquire reflexivity, dynamicity and diversified experiences.
Keywords:
Initial teacher education; Teacher profile; Supervised training; Physics education.