Learning to be a teacher in a study context: a study using timelines on biographical interviews

ABSTRACT

The study aims to understand the role of emotional experiences in the process of learning to be a teacher. Six Physical Education trainee teachers constructed timelines with the significant moments of their school placement that contribute for their learning and, after this, they were interviewed. The content were analyzed according to the coding principles of Ground Theory. The data evidenced that the internship is marked by a “shock with reality”, in which negative emotions overlap the positive emotions. Positive experiences, that give confidence and motivation to trainee teachers, create more involvement in the learning process. Learning to be a teacher is a process of transformation, resulting of the emotional involvement that occurs through interaction with the context and the support of the supervisor.

KEYWORDS:
learning process; school placement; emotional experiences; timeline