UNDERGRADUATE STUDENTS’ SOCIAL REPRESENTATIONS OF THE SUPERVISED CURRICULAR INTERNSHIP

ABSTRACT:

The goal of this article is to discuss the Social Representations (SR) of undergraduates on Supervised Curricular Internship (SCI). 90 undergraduates participated in the study, students of the third and fourth years of Mathematics, Geography and Biology Degrees. The information was collected in a questionnaire and semi-structured interviews. The theoretical background was the Structural Approach by Abric and the Moscovici’s Dimensional Approach. The structural analysis of the questionnaires’ answers applied to the undergraduates of Mathematics and Geography indicated planning and learning as central in the RS of the SCI. The dimensional analysis of the interviews with the Biology Undergraduates indicated favourable, contradictory and unfavorable attitudes towards the SCI, associated with images of complexity and dynamism. ECI is represented by Biology Undergraduates as ambiguous, technical application and personal experience.

Keywords:
Initial formation; Supervised curricular training; Teaching practice