THE INTERNSHIPS IN THE FORMATION OF TEACHERS: STORIES OF LIFE AND BUILDING TEACHER IDENTITY

Abstract

Internships of courses for teachers have become spaces for building so-called knowledge from experience. Currently, many of the freshmen in the graduate programs have never exercised teaching activities. Investigated the impact of placement experience in the construction of teacher identity and so-called knowledge from experience. Our methodological approach was based on the stories life. The data found indicate identity construction processes which are based on fears and frustrations facing the practice of the classroom. We believe that the study provides important pointers for academics dealing with teacher training.