A decade of teaching in curricular internship in initial teacher education: educating and self-formation in constant movement
DOI:
https://doi.org/10.5212/PraxEduc.v.19.26251.025Abstract
Grounded in the perspective of autobiographical narrative inquiry in education, this article develops a theoretical-reflective exercise on ten years of experience as a supervising professor in the curricular internship component of initial teacher education. It discusses challenges, learning processes, and meanings attributed to practice within the continuous movement of educating and self-formation, in view of the responsibilities and social role of teaching. The text is organized around the presentation of narrative inquiry in education and its methodological procedures, the discussion of curricular internship and teacher education, and the account of the teacher educator’s experience over the course of a decade. Reflections are presented on the challenges, learning processes, and meanings constructed in the relationship with students and schools. Finally, the analytical path is synthesized, highlighting the internship as a privileged space for education and for the construction of meanings about being a teacher.
Keywords: Autobiographical narrative research in education. Curricular internship. Teacher education. Reflective teaching.
Downloads
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Práxis Educativa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
