SUPERVISED PRACTICUM IN PEDAGOGY COURSE: NARRATIVES BY TEACHERS TO BE
DOI:
https://doi.org/10.5216/ia.v44i3.56846Abstract
This article aims to analyze the contributions of the supervised internship to students of the Pedagogy course. The qualitative research used (self) biographical narratives of 32 students from a public institution in the state of Rio de Janeiro, Brazil. The proposal of the written narrative was considered by the teachers to be more adequate form of evaluation to the reflexive purposes of the supervised practice, thus intervening directly in the process of teacher training and appropriation for each teacher to be. We use the contributions of Tardif, Nóvoa and Pimenta, authors who think about teaching and internship as elements of teacher training. The analysis through thematization led to a reflection of the experiences at the training stage and future pedagogical praxis. Research has enabled a broader understanding of schools and University as important spaces in teacher professional development.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Inter-Ação uses the Creative Commons Attribution 4.0 License for Open Access Journals (Open Archives Initiative - OAI) as the basis for the transfer of rights. Open access means making documents available on the Internet free of charge, so that users can read, download, copy, distribute, print, search, or link to the full text of documents, process them for indexing, use them as input data for software programs, or use them for any other lawful purpose, without financial, legal, or technical barriers.
Authors publishing in this journal agree to the following conditions:
1) Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits redistribution of the work with attribution and first publication in this journal.
2) Authors are permitted to enter into additional, separate agreements for non-exclusive distribution of the version of the work published in this journal (e.g., for publication in an institutional repository or as a book chapter), with attribution and first publication in this journal.
3) Authors are permitted and encouraged to publish and distribute their work online (e.g. in institutional repositories or on their home page) at any time before or during the editorial process, as this may generate productive changes as well as increase the impact and citation of the published work.
