QUARESMA, S. S.; CV: http://lattes.cnpq.br/2090706722410246; QUARESMA, Silvana da Silva.
Abstract:
The supervised training is seen as an academic curriculum component of prime importance for initial teacher training, helping to bring reality to the licensees on the school environment and the teaching profession. It is the time that the licensees put into practice the theoretical basis learned in university. This important curriculum component deserves special attention from the same can be observed, analyzed and reflected issues that are constant in a school, the concrete the teaching / learning and teacher / student. The aim of this study is to analyze the contributions and implications of supervised training of the licensee in Geography, emphasizing on the importance of supervised training in initial training and observing the relationship between theory and practice at the time of the stage. This study has qualitative in which data collection was done through interviews with undergraduates Geography course, getting narratives of eleven (11) undergraduates and through bibliographic research throughbooks, articles and theses. Data were analyzed using three categories of analysis: the geographical science, initial teacher training and supervised practice and as a theoretical framework was used Pontuschka (2009), Castrogiovanni (2011), Santos (2013), Pepper (2010) among others. The data reveal that the supervised training contributes heavily in training of undergraduates, however reveal certain implications for the theory and practice at the time of the internship, the student teachers questioned certain difficulties on the theoryemphasized during the course. This study also revealed that the stage gradually contributes to the construction of teacher professional identity, where the implications found stimulate the search for improvements in education, that is, provide favorable paths for teacher education quality, followed by the expectation of change breaking with the traditionalism.
