INITIAL TEACHER TRAINING: THE CURRICULAR INTERNSHIP AS A SPACE FOR LEARNING

Authors

  • Mari Clair Moro Nascimento Universidade Estadual de Londrina
  • Raquel Lazzari Leite Barbosa UNESP Assis

DOI:

https://doi.org/10.14572/nuances.v25i3.2948

Keywords:

Practicum, Supervisor, Initial teacher education

Abstract

The study presented here aimed to understand how the traineeship supervisor can act for this moment to be a valuable learning for future teachers, with a view to her operations to expand the knowledge of students. For this, we analyzed the pedagogical actions that occurred during the supervised training of a pedagogy course at a public university situated in the state of Paraná, Brazil. Supported in qualitative research this investigation shows that the supervisory actions, in the view of interns, favored teacher education: respect for the supervisor to people; her orientation to the importance of reflecting on aspects recognized as negative, her help in the preparation of interdisciplinary lesson plan and the need for a flexible lesson plan; her presence in moments of interventions; feedback given and appreciation of the role of the educator in the teaching / learning.

http://dx.doi.org/10.14572/nuances.v25i3.2948

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Author Biographies

Mari Clair Moro Nascimento, Universidade Estadual de Londrina

Departamento de Educação

Raquel Lazzari Leite Barbosa, UNESP Assis

Departamento de Educação
Capa da edição

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Published

2014-12-22

How to Cite

NASCIMENTO, M. C. M.; BARBOSA, R. L. L. INITIAL TEACHER TRAINING: THE CURRICULAR INTERNSHIP AS A SPACE FOR LEARNING. Nuances: estudos sobre Educação, Presidente Prudente, v. 25, n. 3, p. 225–243, 2014. DOI: 10.14572/nuances.v25i3.2948. Disponível em: https://revista.fct.unesp.br./index.php/Nuances/article/view/2948. Acesso em: 22 nov. 2024.

Issue

Vol. 25 No. 3

Section

Artigos - FLUXO CONTÍNUO

License

Atribuição-NãoComercial
CC BY-NC
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