TEACHING PLANNING AS PART OF LEARNING TO BE A TEACHER

records in plans and internship reports by undergraduates of Letters

Abstract

In this paper, we aim to analyze how graduates of a degree course in Letters approach teaching planning in their projects and internship reports. We performed a qualitative, interpretative and documentary research, and the corpus was composed by projects and internship reports of 12 subjects. We conclude that the undergraduates: mapped the context of action; used different sources to establish the contents to be taught; established partnerships with supervising teachers; did not use the textbook as a basis for planning; had to make changes to the initial design; and reaffirmed the value and role of planning for their performance.