Accepting the teaching practice. Agreements and disagreements in the passage from students to teachers

Abstract

This article presents an analytical reading of part of the empirical material produced in the context of a research process which problematic field was structured around the interest in knowing the prototypical ways in which the teaching position is assumed in professional initiation and its articulation with the subjective configuration processes of the future teachers. In this framework, and from a psychosocial point of view, the article shows the results corresponding to the tracing of three future teacher students, starting from the interpretation of observation and interview records, in order to identify those aspects of
pre-professional practices that challenge the subjectivity of teacher trainees and their pedagogical work. The proposed analysis demonstrates that socialization is predominantly lived as an adaptation to the school status quo, with the ambivalence caused by having to abandon ideal models and assuming ways of doing opposite to those intended to be implemented. The article aims to contribute heuristic elements to the theoretical-methodological discussions and reflections in the field of initial teacher training, particularly in the field of teacher training in practice.