Abstract
Objective:
To reflect on activities aimed at the development of graduation students, in a teaching internship program, in the perspective of master’s degree and doctoral graduate education and training.
Method:
It is a reflexive study, based on the discursive formulation about required competencies and guidelines proposed by the National Graduation Plan (named PNPG, Plano Nacional de Pós-Graduação) for professor training articulated to the graduate.
Results:
The teaching internship program is a way for the formation of university professors, through the preparation of the graduate student. In addition, it shows the relevance of the professor supervisor role in the construction of the learning of these individuals.
Conclusion and implications for practice:
The first contact with teaching practice, through the teaching internship program, is relevant for constructing a critical look at the teaching-learning process. In this type of Program, it is possible to learn to be and make teaching in a participatory manner, to value interactive relations, to boost autonomy, to stimulate self-evaluation and self-reflection of the graduate student, allowing them to participate actively in the learning process.
Keywords:
Professional Practice; Faculty, Nursing; Education, Nursing, Graduate