Challenges and contributions of the non-mandatory internship in the training of pedagogy students

Abstract

The objective is to examine how the non-mandatory internship contributes to the training of future teachers, highlighting its advantages and challenges. To this end, the present research is qualitative and exploratory in nature, the data was collected through an online questionnaire, containing 10 open questions with dissertation purposes sent to Pedagogy students at the Federal University of Espírito Santo, who are at the non-mandatory internship development situation. The responses were treated through content analysis. From the analysis it was evident that the extracurricular internship contributes to the training of future teachers, highlighting its advantages and challenges, based on 4 emerging categories that allow us to analyze the phenomena: a) Motivations for carrying out the internship, this portrays the elements that led the interns to develop the non-mandatory internship; b) Knowledge developed during the internship, portrays the knowledge that the interns acquired during the internship that contributed to their training; c) Activities/Actions developed during the non-mandatory internship, addresses what actions the interns develop during the internship and how they affect their training; d) Socioeconomic recognition and remuneration in the internship, this shows how socioeconomic issues influence the choice and stay in the internship. This work considers the importance of non-mandatory internships in the training of pedagogues and their intersections with knowledge, motivations, actions and socioeconomic interactions.