Academic production in the initial formation of physical education teachers: is there room for the internship?

Abstract

The study aimed to identify the theoretical-methodological choices in the monographs presented in the Physical Education course of a public university between the years 2008 and 2019, in order to quantify and characterize the works that have the Supervised Curricular Internship as an investigative object. This is a documental research, and it was collected information from 355 productions. The results indicate the predominant use of the qualitative approach (n = 167; 47.0%), followed by the quantitative (n = 161; 45.3%), and mixed (n = 27; 7.7%), besides the questionnaire, documents and interviews as the most requested data collection techniques. Although it is a degree course, the number of works in the areas of activity inherent to the bachelor's degree is predominant (n = 207; 58.1%). We evidenced 5 (1.4%) works that problematize the Internship in teacher training. The reality investigated requires dialogues, reflections and investigations about the academic production related to teacher education and the Supervised Curricular Internship.