Conducting interviews in supervised internships: a pedagogical resource to bring undergraduates closer to the context of the teaching profession

Abstract

This paper aims to theorize about the process of planning and execution of an interview conducted by undergraduates with teachers of Basic Education, during the curricular internship of the undergraduate course in Chemistry in a public university in southern Brazil. The data construction occurred during remote and synchronous pedagogical interventions, which were based on the Problem-Based Learning (PBL) methodology. The intervention included the proposition of a problem involving the construction and execution of an interview by the undergraduates, with the theoretical study for the elaboration of interviews and group discussion about the process of conducting these interviews with in-service teachers. To analyze the speeches produced by the undergraduates during the intervention, we used Grounded Theory (GT), in the perspective of Charmaz (2009). The results indicate the potential of the interview as a pedagogical resource for the improvement and reflection of the undergraduates' knowledge about the school and the familiarization with the teaching profession.