Basic Education teachers: protagonists or supporters in Supervised Curricular Internship research
This paper analyzes the presence of Basic Education teachers who receive under-graduation interns in researches published on the Supervised Curriculum internship. Data collection was carried out using the Google Chrome search engine, through which 134 papers were found. Analysis has occurred under C...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/70284 |
| Acceso en línea: | https://periodicos.ufsm.br/reveducacao/article/view/70284 |
| Access Level: | acceso abierto |
| Palabra clave: | Internship Superviser teacher Teacher education Estágio Formação de professores Professor supervisor Pasantía Formación de profesores Profesor supervisor |
| Sumario: | This paper analyzes the presence of Basic Education teachers who receive under-graduation interns in researches published on the Supervised Curriculum internship. Data collection was carried out using the Google Chrome search engine, through which 134 papers were found. Analysis has occurred under Content Analysis assumptions (BARDIN, 2004), using the software IRaMuTeQ and Nvivo as support. Among the findings, it is highlighted that most of them are research field with reduced number of subjects, less than 50, characterized as case studies and or experience reports. Among theoretical researches, documental analysis are detached, performed mainly from internship reports. Internships are the main subjects and co-formers (Basic Education teachers who receive under-graduation interns) appear with low frequency, and when they are mentioned, they do not have knowledge producer status on the internship but considered as supporting and or secondary. |
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