Supervised Internship and Teacher Education: master students in Science Education perceptions

Abstract

Degree courses can provide experiences that bring students closer to the reality in which they chose to work. However, many end up having misconceptions about the role of the undergraduate internship. In this way, the objective of this work is to analyze which are the conceptions about the contributions of the internship from the experience of the academics of a postgraduate discipline. The present study is of a qualitative nature, which aims to analyze two questions from a questionnaire answered by seven master's students. The questionnaire responses were analyzed using the Discursive Textual Analysis (DTA) methodology. The analysis resulted in a final category, being subdivided into three categories related to teaching knowledge. It was possible to conclude that the academics obtained didactic/pedagogical knowledge, experiences/experiences and knowledge about research practice. This knowledge shows the relevance of the internship in the teacher training process.