Teaching Residency Program for Preparing Future Professors

Abstract

The aim of this article is to analyze the characteristics, impact, and potential of the Teaching Residency Program (TRP) at the Federal University of Juiz de Fora (UFJF) for the training of professors at the beginning of their careers. This was a qualitative study with a case study approach. Data were collected through a characterization questionnaire and semi-structured interviews with six TRP actors involved in the PRD. The study showed that the program is a place to reflect on the teaching and learning process, to (re)discover the school community and its characteristics, and to become a professor. It was found that it can also help early career professors in their training process and in the building their professional identity.