ABSTRACT
The article aimed to show the results of an investigation that sought to understand the learning of the teaching occupation at the beginning of professional training, especially at the time of supervised internship. Based on the theoretical-methodological framework of ergology, the research sought to answer the following question: what knowledge and elements do the teachers involved in the supervised internship activity–university professors and schoolteachers–consider important and should be appropriated by intern students? The investigation was carried out in the context of the internship classes of the pedagogy course of two universities and allowed to reveal the complexity of the training process located at the interface between interns, school, and university teachers, as well as to raise aspects to be repositioned in the initial education of teachers.
Keywords
Supervised internship; Teachers’ education; Teachers’ work; Teaching knowledge; Ergology