Proceedings of the 8th World Conference on Qualitative Research

Introduction: This abstract is part of an ongoing research that seeks to answer: how does the process of becoming a music teacher happen for trainees? We assume that teacher education takes place through co-responsibility between basic school and university, the “academic-professional training” (Diniz-Pereira, 2008) and the formative characteristic of narrative reflexivity (Passeggi, 2021). Goals and methods: In this paper, we intend to discuss the methodological choices and contributions to music education research. The methodology used was Adele Clarke’s (2005), Grounded Theory approach, Situational Analysis, associated with (auto)biography research-formation. In two distinct phases, we carried out a Biographical Project Workshop, a methodological-formative procedure developed by Delory-Momberger (2006) in which we constructed oral, written, and musical narratives in collective meetings. The 18 meetings of the second phase were transcribed and coded and, throughout the research process, maps were constructed. Results: By using the (auto)biographical approach with Grounded Theory, we focused on the experiences lived and shared by the trainees in a symbolic context, historically and geographically situated, embedded in their individual spaces shared at university, which broadened the elements that make up the Supervised Internship, such as the internet, music, the revelation of other agents - school pupils, other teachers from different teaching-learning environments - and professional political awareness, which brought us closer to the emancipatory conception of the Supervised Internship. Conclusion: Visualizing the complexity of the Supervised Internship through the maps suggested by Clarke and the subjectivities of the (trans)formation process at school and university through the narratives made it possible to build research with a horizontal perspective, emphasizing the process of listening, respecting and re-signifying the formative experiences of undergraduates - in the past, in the present and in the projection of their professional future.