Alternance notebook as instrument of registration, evaluation and teacher training

Abstract

The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process.

Keywords

• alternance notebook
• write
• teacher training