Learning to teach in undergraduate teacher education: biographical narratives of a preservice teacher

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.21.26152.019

Abstract

This article aims to reflect, based on the narratives of a young undergraduate student, on his lifelong learning process and to highlight his contributions to teacher education. The research was developed using an interpretive approach, combining bibliographic exploration with autobiographical narratives and using multimodal methods, such as learning cartography, a diary, and problematizations concerning both the student’s learning and the researcher’s own learning. Drawing on historical-critical frameworks, the article establishes a dialogue with the narratives, recognizing their value as a methodological instrument for research. It concludes that the process of learning, in addition to its situated nature, integrates fundamental dimensions, such as biography, university contexts, the marks of the Human Sciences, and the practical application of knowledge.

Keywords: Teacher learning. Teacher education. Narratives.

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Author Biographies

  • Ana Cristina Gonçalves de Abreu Souza, Universidade Federal de Alfenas

    Adjunct Professor IV at the Federal University of Alfenas MG, Institute of Human Sciences and Letters. Department of Human Sciences. Post Doctorate in Education: Curriculum PUC SP. PhD in Education: Curriculum PUC from SP. Master in Education: Educational Psychology PUC SP. Master in Semiotics, Information Technologies and Education UBC Mogi das Cruzes SP. Pedagogue Univap University of Vale do Paraíba. She has worked in Education since 1986, was a teacher in Basic Education, Educational Advisor, Pedagogical Coordinator and School Director, managed municipalization processes in Education Departments. In Higher Education since 1999. Leader of the CNPQ Research Group FORMATIO: Processes in Training and Professionalism UNIFAL MG. Operates in the research line: Teacher Training and Professional Development in initial and permanent processes. Member of the Esbrina Research Group - University of Barcelona. Member of the PUC SP Research Group. It focuses on studies, guidelines and research in the areas of Teacher Education, Psychology and Education, School Management and Educational Technology. She is a consultant and speaker, works on national and international projects. Invited Professor Postgraduate Mackenzie Presbyterian University.

  • Gabriela da Silva Bulla, Federal University of Rio Grande do Sul

    Professora associada de Português como Língua Adicional e Linguística Aplicada no Instituto de Letras da Universidade Federal do Rio Grande do Sul (UFRGS). Doutora em Linguística Aplicada pela UFRGS.

  • Bettina Steren dos Santos, Pontifícia Universidade Católica do Rio Grande do Sul

    Professora da Escola de Humanidades da Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). Doutora em Psicologia Evolutiva e da Educação pela Universidade de Barcelona.

  • Fernando Hernández-Hernández, Universidade de Barcelona

    Professor emérito da Universidade de Barcelona. Doutor em Psicologia pela Universidade de Barcelona.

  • Juana Maria Sancho Gil, Universidade de Barcelona

    Professora emérita da Universidade de Barcelona. Doutora em Psicologia pela Universidade de Barcelona.

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Published

2026-05-27

Issue

Vol. 21 (2026): Publicação contínua

Section

Dossiê: Estudos narrativos: sujeitos e contextos educativos

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How to Cite

Learning to teach in undergraduate teacher education: biographical narratives of a preservice teacher. Práxis Educativa, [S. l.], v. 21, p. 1–19, 2026. DOI: 10.5212/PraxEduc.v.21.26152.019. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/26152. Acesso em: 1 jun. 2026.