Estágio supervisionado na formação inicial de professores e a construção da identidade docente mediada pelas experiências de estudantes-estagiárias

Abstract

This research has as its object of study the Supervised Internship in initial teacher education and its contributions to the construction of professional teacher identity. It was a study that originated from the concerns of student-interns throughout their graduation, strengthening in the implementation of the supervised internship practice that broadened their inquiries regarding the construction of the professional teaching identity, seeking as the main question, how are we going to become teachers? And how does our professional teaching identity arise? In this sense, we elaborated as a general objective to analyze the contributions that the experiences of the Supervised Internship practice in the initial teacher education provide for the strengthening of the construction of the teaching identity. The research is based on a qualitative approach and is characterized as autobiographical narrative research focusing on the report of personal and academic experiences and experiences, specifically, the supervised internship that contributed to practices that aroused the construction of the teaching identity of the undergraduates. The main results show that the supervised internship is considered a space for the construction of the professional teacher identity, as it is in it that the first moment of insertion of student-interns in teaching in a public elementary education school takes place. The results also showed that it is in the practice of supervised internship that licentiates discover their identification with the profession of teachers.