Building teaching knowledge: the supervised internship training space
This study aims to understand the knowledge needed for teacher training produced in the experience of supervised internship developed in early childhood education, taking it as a moment of reflection on teaching and being a teacher, appropriating the teaching praxis in the construction of its identi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Ensino em Perspectivas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/6353 |
| Acceso en línea: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6353 |
| Access Level: | acceso abierto |
| Palabra clave: | Saberes docentes Estágio Supervisionado Formação docente Teaching knowledge Supervised internship Teacher Training |
| Sumario: | This study aims to understand the knowledge needed for teacher training produced in the experience of supervised internship developed in early childhood education, taking it as a moment of reflection on teaching and being a teacher, appropriating the teaching praxis in the construction of its identity. The methodological approach is based on a qualitative approach, opting for field research, with direct observation and application of a semi-structured interview as data collection. The theoretical discussion presented us with the problem about which knowledge of the teaching profession is mobilized in the experience of supervised internship developed in early childhood education. Thus, we recognize that the supervised internship presents a diversity of knowledge to teachers, understanding them as teaching knowledge. This knowledge is acquired and appropriated by teachers in different situations and are based on theoretical concepts that guide the pedagogical practice developed by teachers. |
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