Estágio supervisionado obrigatório: entre a teoria online e a prática presencial

Abstract

The internship is a crucial period in teacher training, where students apply all their theoretical learning to solve problems that may arise in the classroom. This integration of theory and practice is done in person at field schools, which differs from the way students were prepared for the Mandatory Supervised Internship. The Biological Sciences program at the Federal Rural University of the Amazon (UFRA) is a distance learning program. Therefore, the theoretical training of field students was entirely online, potentially posing challenges due to many lacking classroom experience. The objective of this research was to understand how students developed their internships while receiving theoretical training online. The quantitative and qualitative methodology was conducted through online questionnaires on the Google Forms platform. The research population was Biology students, who completed the questionnaire in September, at each participant's field school. The results were obtained from the responses of 12 students, demonstrating that during the internship, they felt a lack of guidance at some point, and the teacher in charge of the ESO development was the one who provided this instruction. It is believed that distance learning has autonomy as one of its distinguishing features compared to in-person teaching; however, during the internship period, a lack of theoretical training and concomitant guidance can hinder the development of students beginning to teach.