Teacher training for childhoods. A contribution from the narratives of graduate training at the university

Abstract

This article presents advances of an investigation whose purpose is the study of the senses on the teacher training that different protagonists construct. For this occasion, we will present some readings on the work we do with graduates of the Teaching career in Initial Education, from a public University. Our research assumes a qualitative analysis perspective, as it focuses on the gaze of the protagonists, seeking to establish significant events that emerge from their training narratives. From there, a description and reflection on teacher training is proposed. From the stories of the graduates, we identify some axes of analysis: the reasons for entering teacher training and expectations about the career, the events that are meant as obstacles in the training journey, and finally, events that positively affected training experience and understanding of the future professional role. Finally, it is worth mentioning that this work is part of an ongoing investigation, which aims to study teacher training for childhood, proposing two types of readings. On the one hand, a historical look that brings us closer to the foundational meanings of the Teaching Staff in Initial Education at the University, and another reading in a pedagogical key, which recovers the experiences of different actors within the framework of said career.