Pedagogical narratives on teacher education in supervised internship contexts: paths and exploration possibilities

Abstract

The critical training of teachers requires practices that promote self-reflection on what it means to be a teacher, and furthermore, on what it means to be a teacher in the 21st century. For many undergraduate students, the Mandatory Internship represents the only formative moment in which contact with the school environment is established, representing an important and decisive stage in their education. In light of this premise, we propose to discuss the possibilities of exploration in research on pedagogical narratives produced by teachers in training in the Supervised Internship course. By observing mainly subjective perspectives on teaching and the training they have received, as well as possible changes in these perspectives as they gain more experience during the internship, our objective is to highlight pedagogical narratives as an important research focus in the field of teacher education and emphasize their role in constructing a scientific thought in Education that prioritizes the experiences and reflections of real individuals.