Abstract

VEDOVATTO, Dijnane  and  BORGES, Cecília. SCHOOL-UNIVERSITY PARTNERSHIP IN THE SUPERVISED PRACTICE: THE QUEBEC EXPERIENCE. Educ. Teoria Prática [online]. 2021, vol.31, n.64, e55. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v31.n.64.s15645.

Despite the importance of partnerships between universities and schools for teacher internship programs, such an initiative shows considerable weaknesses in Brazil. International experiences show advances in this matter, especially the Quebec case – which includes a Teacher Training Center (CFIM) based on the professional training model whereby teacher training plays a key role in supervised internship. This study sought to understand the school–university partnership in supervised practice in Quebec, considering teachers’ professionalization. This qualitative research consists of an intrinsic case study conducted with data collected by means of semi-structured interviews with coordinators of training programs at the Canadian university. The results indicate a teacher training policy that favors partnership between universities and schools. Some elements of the work developed in Quebec can stimulate reflections on work possibilities in the context of teacher training in Brazil, aiming at a policy that grants greater centrality to internships in teacher training.

Keywords : Teacher training; Supervised internships; Partnership; School and university.

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