Graduate teaching assistants at the Institute of Chemistry-UNESP, campus Araraquara: features of this docent practice model for graduate students and its implications on the academic environment

Authors

  • Gabriel Garcia

    Instituto de Química-UNESP, campus Araraquara

DOI:
https://doi.org/10.18675/1981-8106.vol25.n48.p37-53
Keywords:
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Abstract
The teaching practice can represent prominent role on graduate student’s formation, but also cause a number of profound implications on the academic environment as a whole, depending on the specific applying model. This study objective was to evaluate the characteristics and academic impacts of the graduate students teaching program applied at the Institute of Chemistry - UNESP, Araraquara. As results, severe deficiencies of institutional mechanisms to mitigate impairment of research and teaching activities were observed, therefore it’s recommended that the maintenance of this program adopts improving managerial initiatives to implement and assure application of attenuation mechanisms of academic implications.
Author Biography
  1. Gabriel Garcia, Instituto de Química-UNESP, campus Araraquara
    Exerci toda minha formação acadêmica no Instituto de Química – UNESP, campus Araraquara (período de 2003-2013). Durante a pós-graduação desenvolvi pesquisas na área de Química Analítica e Ambiental, e atualmente me encontro em etapa conclusiva de doutoramento. Paralelamente, por quatro anos fui representante discente em órgãos colegiados (principalmente no conselho do Programa de Pós-graduação em Química) e atuei como bolsista didático durante o ano letivo de 2011. Meu contato com práticas de gestão universitária e minha atuação no ensino de graduação foram fontes de valiosa experiência complementar que alimentaram meu interesse por desenvolvimento de pesquisa em áreas diferentes da minha formação acadêmica formal.
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Published
2015-04-29
Issue
Vol. 25 No. 48 (2015)
Section
Artigos
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How to Cite

Graduate teaching assistants at the Institute of Chemistry-UNESP, campus Araraquara: features of this docent practice model for graduate students and its implications on the academic environment. Educação: Teoria e Prática, v. 25, n. 48, p. 37–53, 29 Apr.2015.