Supervised internship: the relation between theory and reflective practice in the teacher training of a Bachelor of Education programme

Abstract

The supervised internship is a compulsory curricular component in teacher-training courses that establishes a dialogue between the theory learnt in the teacher-training course and the practice in teacher-training schools. Thus, this paper portrays an experience carried out in a supervised internship of a Bachelor of Education programme, whose steps were developed through observation and participation in the school scene and in the classroom, including the didactic project preparation and implementation in an elementary school class. The stages were recorded in a teacher-training diary as a device that allows for reflection through writing, promoting a dialogue between experience-based knowledge and formal knowledge. The supervised internship proved to be a rich environment for reflections and discoveries, in which theory and practice were essential and inseparable instruments for the act of teaching.