The Teacher’s Internship: Where landscapes of action and landscapes of conscientiousness converge, and teachers begin to construct an identity

Abstract

Arguing in favor of the teachers’ internship in teacher licensure courses, in this case those for teachers of the English Language, the article makes use of a case study employing interviews with former interns, as well as theoretical arguments, to sustain an ethnographical, dialectical, interactive, participative and transformative approach throughout the internship. It defends a practice that is flexible enough to contend with the variables in terms of the identities and narratives of the agents involved, and the transformative nature of this initial research in the professional career of the teachers to-be. It sustains that an approach to the teachers’ internship that aims at developing a participative experience, in which interns reflect on their own education and transform into a producer of knowledge (rather than a reproducer), provides a more beneficial education.