Percepções e experiências de professores em formação inicial em relação ao Estágio Supervisionado

Abstract

The supervised internship is an indispensable moment for the development of teachers in initial training and can make a significant contribution to the process of teacher development. The research problem seeks to answer how teachers in initial training in the Humanities area perceive the Supervised Internship experience for their teacher training. To support the discussions, authors such as Felício (2006), Piconez (2016), Melo and Guedes (2019), Nóvoa (2019), Pinho (2021) were used, but mainly Pimenta and Lima (2004; 2006), Lima (2008; 2012), Pimenta (2018), in view of the approach to the internship in teacher training in several published studies. The general objective of the study was to analyze the perceptions of teachers in initial training in Geography, History, Portuguese/Spanish and Portuguese/English Letters about the supervised internship and its impact on teacher training. The following specific objectives were established: a) to identify the perceptions of teachers in initial training regarding the internship experience; b) to understand how interns in degree courses perceive the supervised internship for their professional training; c) to evaluate moments in which the relationship between theory and practice was addressed and experienced during the internship and the impact of this experience on their training; d) to identify suggestions and recommendations for making the internship experience more productive; e) to analyze the contribution of the supervising teacher during the development of the internship, according to the perspective of teachers in initial training. The study was carried out with 19 undergraduate students, 6 from the Geography course, 5 from the History course, 5 from the Portuguese/Spanish Letters course and 3 from the Portuguese/English Letters course, enrolled in the 7th and 8th semesters and in the Supervised Internship subject. The research is characterized as qualitative, descriptive and cross-sectional and data was collected using an online form containing questions about the experiences and perceptions related to the internship. The data analysis shows that: a) The internship provided an experience that contributes to the exercise of the future profession; b) The experience of the internship favors professional development, as they acquire a repertoire through the situations experienced at school during the internship; c) Based on the experience of the internship, the perception that theory and practice are distant predominated among the participants; d) There was a desire for changes in the organization of internships, both in terms of the institution and the supervising teacher; e) In the perception of the undergraduate interns, the supervising teacher can contribute significantly to the internship or not at all, while the supervising teachers contribute because they broaden the possibilities for dealing with the various situations in everyday school life. The conclusion is that teacher training is essential for the professional development of undergraduates, providing them with practical experiences that are significant for their training. These experiences could be strengthened by: a) Rearranging administrative and pedagogical actions with regard to the development of supervised internships in undergraduate courses; b) Strengthening the relationship between theory and practice during supervised internships; c) Highlighting the importance of the role of the supervising professor and d) Recognizing the significant contribution of supervising teachers to school practices.