A Sinfonia da Formação Docente: Composição da identidade profissional

Abstract

This document brings together the chapters that narrate one of the most significant phases in the formation of a preservice teacher, the supervised teaching practice. The Report, at its core, serves as a repository of experiences integrating both theoretical and practical learning that shaped the teaching identity of the intern. Structured in three central areas, in witch the preservice teacher reflects on the key aspects that contributed to the construction of this identity throughout the academic year. In Area 1, the process of planning and executing teaching activities is analyzed, divided into three stages: the first period addresses the initial challenges of teaching, with emphasis on planning, instruction, and evaluation; the second period focuses on the transition to a student-centered approach, where the intern assumes the role of a facilitator of learning; and the third period explores the challenges of adapting to new contexts, reflecting the maturity acquired throughout the internship. In Area 2, the extracurricular initiatives and the intern's active involvement in the school community are highlighted, underscoring the importance of integration within the educational fabric, creating a symphony of interactions and learning experiences. Area 3 delves into the investigative process concerning pedagogical practice, focusing on the analysis of student performance and motivation when exposed to elements of student-centered approaches. This process emphasizes the importance of reflective practice grounded in evidence. The conclusion represents the coda of the symphony, offering a final reflection on the constituent elements of teaching identity from the perspective of the preservice teacher. Overall, the report presents an in-depth view of the development of professional identity, highlighting the importance of a critical, conscious pedagogical practice grounded in academic rigor and practical experience, responsive to the demands of each educational context.