ABSTRACT
The Teaching Internship (TI) is understood as a curricular component that promotes the interrelation between theory and pedagogical practice, capable of bringing the graduate student closer to the educational activities. In this context, the objectives of this study were: 1) to evaluate students' perception about the contributions of the TI model of the Postgraduate Program in Plant Biodiversity and Environment of the Instituto de Botânica (PPGIBt) for teaching in higher education; 2) to investigate the perception of the PPGIBt professors about the importance of the curricular components related to the pedagogical practice in the training of graduate students. Electronic questionnaires were answered by 21 students (enrolled in the TI between 2010-2015) and 18 professors from the PPGIBt. Although the groups investigated cite that the PPGIBt prioritizes the research in relation to the training on pedagogical practice, they also recognize the importance of the pedagogical component for the professional performance in higher education. Even though requests and suggestions for improvement in the TI of the PPGIBt have been raised, in general terms, this model seems to be productive for a collective construction of the pedagogical practice in higher education and has elicited reflections on the future professional activity and social contribution of the research each student develops.
Keywords:
faculty training; graduate program; higher education; scientists; teacher learning
