ABSTRACT:

This paper presents the results of a qualitative research that aimed to identify evidence of teacher learning's occurrence among Physics graduates participating in the Institutional Scholarship Program for Teaching Initiation (Pibid) in the Physics subprojects in the state of Rio Grande do Sul, Brazil. Data collection was performed through semi-structured interviews that were audio recorded and later transcribed. Data analysis was performed from the materials collected, from which textual discourse analysis was performed with the five teacher's learning focuses as a priori categories. Results indicate that the participation in Pibid/Physics activities may promote teacher learning, since elements from the five focuses were identified in the speech of teacher initiation fellows.

Keywords:
Pibid/Physics; Teacher initiation fellows; Teacher learning; Teacher learning focuses.