Teaching profession under construction: challenges and possibilities of the supervised internship

Authors

DOI:

https://doi.org/10.5902/1984644470476

Keywords:

teacher formation, supervised internship, social representations

Abstract

The study aims to understand what future teachers think about the supervised internship experience in schools, how they attribute meaning to teaching practice and how they build their professional identity. The study finds theoretical and methodological support in the theory of social representations. A total of 88 pedagogy students from a public university located in southern Brazil participated in the research. Initially, the technique of free association of words was applied after the inducing term “university and professional life”. Then, it was carried out a documental analysis of internship reports produced by a random selection of 24 students. The free association was processed by the Evoc software. The results show the elements that possibly form the central core and the peripheries of this representation. A further analysis identifies four themes: Profession and employment; Opening and entry; Academic life; Formation. The content analysis of the reports reveals the knowledge about this profession, probably anchored in past experiences and culture, as well as attempts to give new meaning to them. Three themes emerge from this analysis: Teaching; Planning and teaching; Assessment. The results also show the coexistence of consensual knowledge, anchored in tradition, with scientific knowledge acquired during the internship and in the academy. The data can collaborate with teacher formation and with educational policies related with the supervised internship.

Author Biographies

Ariane Franco Lopes da Silva, Universidade Católica Portuguesa

PhD in Education from the University of Cambridge. Adjunct Professor at the Federal University of Fronteira Sul – UFFS (Santa Catarina) and associated researcher at the Center for Human Development Studies at the Portuguese Catholic University (CEDH-UCP). Associate Researcher at the International Center for Studies in Social Representations, Subjectivity – Education (CIERS-ed) and at the UNESCO Chair on Teacher Professionalization - Carlos Chagas Foundation. She develops research on social representations, social identities and images.

Romilda Teodora Ens, Pontifícia Universidade Católica do Paraná

Full Professor of the Graduate Program in Education, Masters and Doctorate at the Pontifical Catholic University of Paraná (PUCPR), in the History and Policies of Education line. Doctor in Education from the Pontifical Catholic University of São Paulo. Post-Doctor at the University of Porto/Portugal. Leader of the research group Policies, Teacher Training, Teaching Work and Social Representations (POFORS/PUCPR), certified by CNPq, which brings together undergraduate students, masters, doctoral students, post-doctoral students and national and international invited professors. Associate Researcher at the International Center for Studies in Social Representations, Subjectivity – Education (CIERS-ed) and at the UNESCO Chair on Teaching Professionalization, from the Carlos Chagas Foundation. Member of the International Research Center on Social Representations – NEARS/PUC-SP. Member of the Network of Theoretical and Epistemological Studies in Educational Policy (ReLePe). Productivity Researcher at Fundação Araucária – Paraná (2019-2021).

Isabel Baptista, Universidade Católica Portuguesa

PhD in Philosophy from the University of Porto. Associate Professor in Education at the Portuguese Catholic University, Porto campus. FCT researcher (I&D 502) and researcher at the Center for Studies for Human Development – CEDH of the Portuguese Catholic University (CEDH-UCP). President of the Research Ethics Committee CRP-UCP and the Ethics Committee of the Portuguese Society for Social Education. Director of “A Página da Educação”, Porto, Profedições. Research interests in hospitality ethics and education.

Sabrina Plá Sandini, Pontifical Catholic University of Paraná

Post-Doctoral Student in Education at the Pontifical Catholic University of Paraná (PUCPR). PhD in Sciences of Education from the National University and La Plata – UNLP/Argentina and Master in Education from the State University of Ponta Grossa –UEPG. Member of the Political Research Group, Teacher Education and Social Representations (POFORS-PUCPR). She holds a degree in Pedagogy from Centro Universitário Santa Amélia-SECAL. Specialist in Scientific and Technological Education from the Federal Technological University of Paraná - UTFPR. She has experience at different levels of education and is currently a collaborating professor of the Pedagogy course at the State University of the Midwest – UNICENTRO / Paraná.

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2024-01-26

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Silva, A. F. L. da, Ens, R. T., Baptista, I., & Sandini, S. P. (2024). Teaching profession under construction: challenges and possibilities of the supervised internship: . Education, 49(1), e19/1–27. https://doi.org/10.5902/1984644470476

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Educação, v. 49, 2024 – Jan./Dez. – Publicação contínua

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