Abstract
This article aims to analyze how teachers of Mandatory Supervised Internship (MSI) in the Licentiate Degree in Biological Sciences at a public university were becoming internship teachers through their life stories. To this end, the trajectory and/or performance of teachers during the pandemic was investigated. Two Internship teachers participated in the research and, with them; online interviews were conducted through the Google Meet platform on pre-scheduled days and times. With the end of this stage, audio transcriptions and content analysis of the data were completed. The analyses produced two recording units: the Emergency Academic Term and the internship lessons. The data allowed us to infer, among other things, that the university, the internship schools and the MSI professors were forced to reinvent themselves with synchronous and asynchronous lessons, often without adequate infrastructure.
Keywords
Supervised internship; Licentiate; Biology teaching; Remote teaching