Resumen

BRITO, Antonia Edna. INITIAL TEACHER TRAINING AND SUPERVISED INTERNSHIP: FORMATIVE EXPERIENCE?. Práx. Educ. [online]. 2020, vol.16, n.43, pp.158-174.  Epub 24-Nov-2023. ISSN 2178-2679.  https://doi.org/10.22481/rpe.v16i43.7666.

Abstract: The scientific production on teacher training has been greatly expanded in the Brazilian educational scenario and has shown different aspects that deserve an accurate analysis. Among the aspects that stand out in these productions we list issues related to initial training as a locus of appropriation of the professional teaching culture and the supervised internship as an important formative component, which can favor the development of reflexivity and production of learning about teaching and teacher. The supervised internship, in the perspective of this study, is understood as a formative experience, as one that [...] symbolizes attitudes, performances, thoughts, know-how, feelings, which characterize subjectivity and identities (JOSSO, 2004, p. 48). In order to address this theme, We based it on the following questions: What type of first formation suits the interests and formative needs of future teachers? How are teachers trained? What is the importance of the supervised internship in the initial teacher training, as a formative experience? This work is based on the assumptions of the biographical approach, supporting self-knowledge and self-education. The study shows the supervised internship as a formative experience, which affects experiences and knowledge produced in formative courses.

Palabras clave : Formation; Supervised internship; Formative experience.

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