O estágio supervisionado na licenciatura em física: contribuições para o desenvolvimento profissional e a prática docente

Abstract

The supervised internship is a key component of initial teacher education, particularly in Physics teacher training programs, as it articulates theory, practice, and professional development. This study aimed to critically analyze three academic works that investigate supervised internship in Physics teacher education, identifying conceptions, the- oretical foundations, formative challenges, and contributions to both professional iden- tity construction and the qualification of teaching practices. This qualitative, basic, and descriptive research was developed through a bibliographic review of three disserta- tions selected for their relevance to the topic. The results show that supervised internship constitutes a complex formative experience that promotes the development of multiple teaching knowledge — experiential, pedagogical, disciplinary, and reflective — strengthens the articulation between theory and practice, and contributes to the consolidation of the professional identity of prospective Physics teachers. Challenges related to pedagogical mediation, institutional conditions, and the tensions inherent to the school environment were also identified. It is concluded that supervised internship plays a central role in initial teacher education, offering relevant insights for improving formative practices and institutional policies at IFPI.