Supervised Internship in Science and Biology Teaching Practice: (De)Construction of Images of Being a Teacher?

Authors

  • Lenice Heloisa de Arruda Silva
  • Roque Ismael da Costa Güllich
  • Fernando Cesar Ferreira

DOI:

https://doi.org/10.36661/2595-4520.2023v6n2.13553

Keywords:

Observation Stage; Curricular Stage; Science Teaching; Initial Formation; Teacher Training.

Abstract

The purpose of this article is to discuss the role of observation resulting from the supervised internship, from the perspective of contextualization, thus assuming new meanings and meanings for this moment. The discussion of the internship's interfaces with the initial training of science and biology teachers committed to critical reflection is also addressed in this text. We hope that readers, when weaving other perspectives on our fears and boldness, can realize that this new design is possible and part of our practices.

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Published

17-05-2023

Issue

Vol. 6 No. 2 (2023): Special Edition: Supervised Internship and Teaching Practice in Science

Section

Artigos

How to Cite

Supervised Internship in Science and Biology Teaching Practice: (De)Construction of Images of Being a Teacher?. Revista Insignare Scientia - RIS, [S. l.], v. 6, n. 2, p. 9–22, 2023. DOI: 10.36661/2595-4520.2023v6n2.13553. Disponível em: https://periodicos.uffs.edu.br/index.php/RIS/article/view/13553. Acesso em: 3 mar. 2025.