Identities, internship programs and teaching: Discursive analysis of undergraduate student statements from a Federal University of Rio Grande do Sul, Brazil
This article analyzed, from the perspective of six graduates of the Course of Pedagogy (FACED / UFRGS), the effects of the obligatory curricular internship and its role in the formation of teaching identities. This qualitative research carried out in 2014 involved listening to the voices of graduate...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Arizona State University
2017-07-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | https://epaa.asu.edu/ojs/article/view/2732 |