Perception of students in the biology teaching course at the pedagogical on pedagogical practices (Original).

Abstract

In the scope of professional didactic-pedagogical work, there is a fragmentation in relation to the conceptions of students on the Biology Teaching course at Cuito Cuanavale University in relation to pedagogical practices and their influence on the affirmation of professional identity. Therefore, this research seeks to analyze and reflect the perception that students on the Biology Teaching course at EPUCC have about pedagogical practices and how they can influence the construction of the future teacher's professional identity. Its relevance lies, above all, in the sense that it was proposed to adopt a range of knowledge related to the teacher's pedagogical practices as a way of ensuring their professional identity in the field of feasibility. The research carried out was characterized by its qualitative nature, prevailing the combination of several scientific methods, such as: historical-logical, analytical-synthetic, inductive-deductive, critical analysis of documents and statistical. Logically, the research revealed that students' perceptions regarding activities in the field of pedagogical practice and their influence on the affirmation of the teaching professional identity vary depending on the degree of involvement, satisfaction and understanding of the Pedagogical Practices curricular unit.