“That’s when I most felt like a teacher”: narratives about internship in teacher education in Brazil and Portugal

Author(s):

Teresa Sarmento(presenting / submitting)Simone Albuquerque(presenting)

Conference:

ECER 2014

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 02 C, Learning to Teach: Meaning and Reflection

Paper Session

Time:

2014-09-02

15:15-16:45

Room:

B226 Sala de Aulas

Chair:

Susann Hofbauer

Contribution

Curricular Internship is an important time in the training of teaching students, since it offers experiences on/of their future teaching profession in real classroom space at a formative space/time. This ongoing research is conducted in Portugal and in Brazil, based on an inter-institutional investigation aimed at revealing, reflecting, discussing and analyzing how the internship period takes place for future teachers within the realities of the two countries.

Method

Therefore, it is important to study how that internship has been offered and the perceptions shown by subjects under training and future graduates while they attend it. In view of this, we pose the following question: What is the place of curricular internship within teacher training courses in Portugal and Brazil? What do subjects say about the experiences of their future profession provided at the internship and what do they report about such activities’ contribution to their trajectory and the constitution of their teacher identities? How does the internship contribute to graduates in their early teaching activities? Relying on the qualitative approach, this research adopted training narratives, seeking theoretical subsidies for analyzes in the (auto)biographical method. Tools such as document analysis, narratives – narrative interview as a methodology – will be related. Six research subjects have been brought to this study – three from Brazil and three from Portugal, of which four are undergoing teacher training and two have already graduated and are beginning their teaching activities.

Expected Outcomes

The first results of the research showed that curricular internships proposed at training courses in Brazil and Portugal allowed subjects to better understand aspects of the experiences of the teaching profession, even within a short time. During that training time, subjects understood that the teaching profession develops along social, political and educational-investigative dimensions, since the future professionals got involved with the issues of school and the category of teachers. They experienced social and political crises involved in the everyday life of the profession. Such live experiences and knowledge constructions about the profession during curricular internship allowed future teachers to perceive the constituting movement of the teaching identity when they narrated that that part of the course was when they most felt like teachers.

References

CUNHA, M. I. . Trajetórias e lugares da formação do docente da educação superior: do compromisso individual à responsabilidade institucional. RBFP, v. 1, p. 110-128, 2009. GATTI, Bernadete A.; BARRETO, Elba Siqueira de Sá. Professores do Brasil: impasses e desafios. Brasília: UNESCO, 2009. 294 p. GOODSON, Ivor. F. Dar voz ao professor: as histórias de vida dos professores e o seu desenvolvimento profissional. In: NÓVOA, A. (Org.). Vidas de professores. Porto Editora, 2007. p. 65-78 GHEDIN, Evandro. A articulação entre estágio-pesquisa na formação do professor-pesquisador e seus fundamentos. In: BARBOSA, Raquel Lazzari Leite (Org.). Formação de Educadores: Artes e Técnicas – Ciências e Políticas. São Paulo: Editora UNESP, 2006. NONO, Maévi Anabel; MIZUKAMI, Maria da Graça Nicoletti. Processos de Formação de Professores Iniciantes. Revista Brasileira de Estudos Pedagógicos, Brasília, v. 87, n. 217, p. 382 – 400, set./dez. 2006. PIMENTA, Selma Garrido; LIMA, Maria do Socorro Lucena. Estágio e Docência. 3. ed. São Paulo: Cortez, 2004. ______. O estágio com pesquisa na formação do professor-pesquisador para o ensino de ciências numa experiência campesina. In: GOMES, Marineide Oliveira (Org.) Estágios na formação de professores: possibilidades formativas entre ensino, pesquisa e extensão. São Paulo: Loyola, 2011. ROCHA, Simone Albuquerque da. Quem ensina e quem aprende no estágio curricular do Curso de Pedagogia? In: Revista da Educação Pública. V. 18, n. 36, jan./abr. Cuiabá: EDUFMT, 2009. ROCHA, Simone Albuquerque da; GARSKE, Lindalva Maria Novais. O Estágio Curricular Supervisionado na formação de professores: uma proposta em discussão. In: ROCHA, Simone Albuquerque da. (Org.). Formação de professores e práticas em discussão. Cuiabá: EDUFMT, 2008. SARMENTO, T. Contextos de Vida e Aprendizagem da Profissão. Formosinho, J. (Org.), Sistemas de Formação de Professores: Saberes Docentes, Aprendizagem Profissional e Acção Docente. Porto: Porto Editora, 2009. SARMENTO, T. Narrativas de professoras-estagiárias sobre os contributos da formação em análise organizacional para a construção de uma identidade profissional. XVI ENDIPE - Encontro Nacional de Didática e Práticas de Ensino - UNICAMP – Campinas, Livro 2 - p. .007013-00702, 2012. SILVESTRE, Magali Aparecida. Sentidos e significados dos estágios curriculares obrigatórios: a fala do sujeito aprendente. In: GOMES, Marineide Oliveira (Org.) Estágio na formação de professores: possibilidades formativas entre ensino, pesquisa e extensão. São Paulo: Loyola, 2011. SOUZA, Elizeu Clementino de. Memoriais autobiográficos, profissionalização docente e identidade: histórias de vida e formação na pós-graduação. In: PASSEGGI, Maria da Conceição; BARBOSA, Tatyana Mabel Nobre (Org.). Memórias e memoriais: pesquisa e formação docente. Natal, RN: EDUFRN, São Paulo: Paulus, 2008.

Author Information

Teresa Sarmento (presenting / submitting)

UM, Portugal

Simone Albuquerque (presenting)

UFMT, Brasil

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