QUARESMA, S. S.; http://lattes.cnpq.br/2090706722410246; QUARESMA, Silvana da Silva.
Resumo:
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 through
books, 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 theory
emphasized 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.