The representations of pedagogy students around initial teacher training in a Public University in the Border context.

Abstract

The present work explores the representations of the students of the pedagogical careers on the initial teacher training in a Public University in Border Context. A qualitative approach is chosen with the Case Study design, using interpretive cutting techniques in order to explore the representations about the initial teacher training. The collection of information was established through the technique of focus groups, from which categories were extracted and analyzed through the discursive structure and the triangulation of data. The results reported that teacher training presents particular characteristics regarding the border and cultural condition of the University.