Publisher's Synopsis
Supervised Internships are important in the initial training of teachers, and are understood as a possibility for building paths for the exercise of teaching; this movement alternates and integrates, interacting knowledge and practice. The aim of the research was therefore to investigate the knowledge built up by undergraduates. This is an exploratory qualitative study, based on analysing the final reports of the Supervised Internship. It is believed that the internship is a space for reflection and the construction of knowledge. It is a moment that should provide future teachers with the opportunity to reflect on their training, recognising the aspects that require more knowledge and, in this way, improving their teaching performance. Therefore, investigating the situations surrounding this curricular component becomes relevant as it offers reflections on initial teacher training.
