O estágio supervisionado como espaço de aprendizagem da docência na Educação Infantil

Grounded in the epistemology of professional practice and the sociology of the subject, we investigatehow students enrolled in a Teacher Education program (leading to Pedagogy Licensure) at a Brazilianpublic university learn to teach in Early Childhood Education. We addressed the question: How does theSupervised Internship in Early Childhood Education support students’ learning and their identificationwith the early childhood teaching? The analysis focused on five out of forty Reflective Portfolios producedduring the classes and selected for the depth of their narratives and the richness of reflection on teachingpractice. Narratives were examined in relation to students’ life histories and formative experiences beyondthe university. Results indicate that personal life contexts significantly shape values, knowledge, andpractices that constitute the professional identity of future teachers. Furthermore, Reflective Portfoliosproved to be an effective pedagogical tool, enabling students to select and critically analyze key aspectsof their professional development and teaching practice

Humanities · Education and Digital Technologies · Education Pedagogy and Practices · Philosophy