Developed Knowledges and Relationships in Supervised Practice and their Importance for Beginning Teachers

Abstract

This article shows results of a research, made with 20 teachers from universities of Rio de Janeiro. The main goal is evaluating supervised practice influences on actual teachers’ work. Our subjects are teachers with no more than three years of experience in Elementary public or private schools. We created semi-structured interviews concerning their professional trajectory and supervised practice experiences. The interviews were evaluated with content analysis, from it, emerged six axis. This article shows results of two of them: the relations , about how relations between teacher and interns were perceived by the subjects and the past in the present , which aim is identify what abilities used by teachers were learned in the internship and what is the supervised practice importance for the interviewed point of view. Analysis show that the kind of experience provided from universities, practices’ opportunities, interns, and teachers’ instances are key aspects for sensible impacts.

Practicum; Beginning Teachers; Teacher Training; Scholar Mathematics; Content Analysis