Resumo

BRAGA, Jacqueline. Supervised practice in teacher training program: Tensions and reflections. Rev. Elet. Educ. [online]. 2015, vol.9, n.1, pp.251-261. ISSN 1982-7199.  https://doi.org/10.14244/198271991073.

This report emerges from the experience in the disciplines of Supervised Internship in Natural Sciences course, the Teachers Training Program (PARFOR) of Federal University of Bahia Recôncavo (UFRB), Brazil. The objective was to establish an analytical overview of experiences with the 46 students during the implementation of compulsory internship. A descriptive qualitative study of the testimonials, using as a methodology the Focal Group (FG) was performed. The organization and the importance of the internship in the continuing education of science teacher were discussed, and reflections on experiences within the internship activities and tensions experienced by these students-teachers in school were raised. It is possible to obseve in this report that the Supervised Internship, despite being configured as a training time and space, able to arouse the reflective criticism due to its tensions, still brings questions about how it should be developed in school environment.

Palavras-chave : PARFOR; Teacher Training; Internship.

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