A formação de professores e os aspectos subjetivos da experiência no Estágio Curricular denominado Practicum na Espanha.

Abstract

This article aims to shed light on the emotional experiences and the subjective aspects that accompany the formation of teachers in the period of practicum. And to see the contributions of practical training in the process of knowledge construction and its implications in the students’ personal and professional development. For this, were analysed the data from 12 reports of the practicum period of students from the 2nd year of Teacher Training in Early Childhood Education at the University of Santiago de Compostela in Spain. The curricular internship called Practicum is registered by the students in reports based on a systematization of the data that favour the expression of the subjective aspects of the experience.