(2019-12-04) Lobo, Wyvirlany Valente; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401
This paper discusses the contributions of Supervised Internship in teacher education through the impressions of undergraduate students of the Federal Institute of Education, Science and Technology of Amazonas presenting their difficulties, expectations and considerations. The research was conducted through pre-structured interviews with students of the Physics, Chemistry, Biological Sciences and Mathematics Degree courses. Later, a lexical analysis was performed with the aid of the Sphinx Software to verify the word frequency as a procedure to assist in the qualitative analysis. The results show that the main expectations consisted of experience, professional identity and disorganization in the classroom. The main unmet expectations at the internship were school support, student interest and follow-up. The difficulties encountered in the internship were the relationship with the students, lack of resources and school support. Regarding the influence of the internship on the classroom performance, the professional identity, teacher-student relationship and reality of schools were highlighted. As for the unwanted experiences, disrespect was revealed, taking on classes and teacher-trainee relationship. Contributions to the internship were participation in the events, orientation and flexibility. Unexpected situations were based on preparation, seeking guidance and solving the problem.
Keywords: Supervised Internship;
