INTERFACES AND CONTRAST BETWEEN SUPERVISED CURRICULARINTERNSHIP AND PEDAGOGICAL RESIDENCE IN SCIENCES ANDBIOLOGY INITIAL TEACHER TRAINING

Authors

  • Tayana Aparecida Miranda Reis Universidade do Estado de Minas Gerais
  • Leandro Duso Universidade Federal de Santa Catarina
  • Rodrigo Cerqueira do Nascimento Borba Universidade do Estado de Minas Gerais

DOI:

https://doi.org/10.18554/cimeac.v15i1.8577

Abstract

This article aims to examine similarities and differences between the experiences of
supervised curricular internship and pedagogical residency, as lived by undergraduate
students from two Biological Sciences degree programs at a public university in Minas
Gerais, Brazil. Anchored in a qualitative methodological approach and supported by curriculum and teacher education theories, the study draws on data from documents and
focus groups. The analysis highlights professional values, identity formation,
bureaucratic organization, and interinstitutional relationships, showing how pedagogical
residency programs can enrich and improve internship practices.

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Published

2025-09-18

Issue

Vol. 15 No. 1 (2025): Ensinar Biologia, ensinar vida: lutas, disputas e horizontes

Section

Artigos do dossiê

License

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How to Cite

INTERFACES AND CONTRAST BETWEEN SUPERVISED CURRICULARINTERNSHIP AND PEDAGOGICAL RESIDENCE IN SCIENCES ANDBIOLOGY INITIAL TEACHER TRAINING. NOTEBOOKS CIMEAC, [S. l.], v. 15, n. 1, p. 240–265, 2025. DOI: 10.18554/cimeac.v15i1.8577. Disponível em: https://seer.uftm.edu.br/revistaeletronica/index.php/cimeac/article/view/8577. Acesso em: 5 dec. 2025.