Supervised Internship and its Contribution to the Construction of Teacher Identity

Abstract

The article discusses the relevance of supervised internship in the early years of Elementary Education for the training of Pedagogy students at the Federal University of Ceará. The qualitative and descriptive research highlights how this experience contributes to the construction of teacher identity, the articulation between theory and practice, and the development of reflective praxis. Recurrent challenges were also identified, such as classroom management, the heterogeneity of student groups, and the gap between academic training and school reality. It is concluded that the internship, far from being just a curricular requirement, is a space for reflection, learning, and transformation, essential for the consolidation of professional teacher identity.