The supervised internship in teacher training
Between tensions and possibilities
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This work is partly the result of my internship experiences, especially in Supervised Internship II - Teaching Elementary School, and of the questions that arose throughout the Pedagogy course. Until the sixth term, the word internship was rarely mentioned by teachers of other subjects, and some students complained that at that point in the course, they hadn't yet had contact with the school. In fact, we all missed this closeness to school reality. Others even rejected any contact with the school, saying that they were graduating to work in a company. I remember being perplexed when a colleagu...
This work is partly the result of my internship experiences, especially in Supervised Internship II - Teaching Elementary School, and of the questions that arose throughout the Pedagogy course. Until the sixth term, the word internship was rarely mentioned by teachers of other subjects, and some students complained that at that point in the course, they hadn't yet had contact with the school. In fact, we all missed this closeness to school reality. Others even rejected any contact with the school, saying that they were graduating to work in a company. I remember being perplexed when a colleague said: "Imagine, if I'm going to spend four years doing a degree to teach little children"! In fact, for those who feel this way, doing internships I and II becomes a burden, an arduous task to fulfil and many look for different ways to get rid of this burden. In this sense, this book offers reflections on supervised internships in teacher training and how we can seek quality teacher training that is more committed to public schools.
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