Importance of Curriculum Internship in Teacher Education

A Study at the Superior Institute of Educational Sciences in Huambo, Angola


  • Daguberto Daniel Gamba Alfredo DAGAL Education, Angola.
  • Levi Leonido Silva Universidade Católica Portuguesa, CITAR, Porto, Portugal. Universidade de Trás-os-Montes e Alto Douro, Vila Real,
  • Elsa Gabriel Morgado Universidade Católica Portuguesa, Centro de Estudos Filosóficos e Humanísticos, CEFH, Braga, Portugal. Instituto Politécnico de Bragança, Bragança, Portugal.



The current investigation reflects on the relationship with practical learning, throughout the curricular internship, as a facilitating process of approach and transition to the world of work, the usefulness in the process of building the professional identity of ISCED-Huambo students, throughout one of the most crucial stages of training – the Curriculum Internship integrated in the 5th year. The work is thus located in an interface between the processes of initial training, the processes of construction of professional identity and professional insertion. Two structured surveys of closed questions sent (via Google Drive) were used as a data collection instrument. Students (n=307) of the 5th year of the Education Sciences course in the options of Physical Geography, Portuguese Language participated in the study, English Language, Chemistry, Mathematics, Psychology, Biology and teachers (n=30) of the Curricular Internship. Data analysis allowed us to understand that for most respondents, the curricular internship met their expectations, as well as allowing students to have a vision of what their professional life will be like. They agree that it is an asset to the enrichment of their resumes, consisting in an asset, very important in access to employment. In the case of the guiding teachers, it was mentioned that they feel satisfied with the work carried out by their interns and agree that the curricular internship contributes to the formation of the professional identity of future teachers.






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