Supervised internship: foundations, praxis, and formative experience in elementary education

Abstract

The supervised internship is a unique stage that articulates theory and practice, allowing students to experience teaching in its complexity and to develop a reflective attitude toward their professional practice. This article analyzes the formative experience of a Pedagogy student at a private institution during the completion of Supervised Internship II. The study discusses the theoretical foundations of the internship, describes the organization of the course, and examines the practices carried out by the intern and their contribution to teacher education. A qualitative approach was adopted, using the intern’s reflective report and interviews with university and school supervisors, analyzed through content analysis. The results show that the internship functioned as a space of praxis, enabling inclusive practices and strengthening professional identity. It is concluded that the supervised internship is a fundamental dimension of teacher education, to be conceived as an investigative and reflective field, in dialogue between university and school.