Challenges and difficulties of university professors beginning in the area of Natural Sciences and the formative potential of the teaching internship.

Abstract

Introduction: The teacher preparation process for higher education is complex and little explored. Here, present results of research carried out with university professors (beginners), acting as teacher educators in a Biological Sciences course at a Brazilian public university. Objective: aiming to present their representations regarding the difficulties/challenges in relation to teaching. Methodology: This is a case study, of a qualitative and quantitative nature, exploratory, based on the legislation in stricto sensu Postgraduate courses that regulates teaching internships and what some renowned authors say about this formative space. From a mixed questionnaire, the social representations of individuals were raised and analyzed using the technique of the Collective Subject Discourse. Results: The main difficulties / challenges faced and their suggestions aiming to minimize / remedy them, can be summarized to the following ones: pedagogical, referring to the planning and execution of classes; bureaucratic ones, such as filling in documents and complying with regulations; lack of support / guidance from coordinators; and personal concerns, related to the quality of the education offered and the disinterested behavior of students, among others. Conclusion: Although they cannot be generalized, the results indicate that the preparation for teaching, which should be carried out during graduate school, is not yet presented as a training place, despite the intention of the proponents.