Supervised traineeship: locus of professional socialization, habitus and knowledge production

Abstract

This research aimed to understand the elements that constitute the associate teacher professional socialization and the knowledge mobilized in the supervised internship. A qualitative, descriptive research was developed, using questionnaire, observation and interview to clarify and deepen the information. Six physical education teachers participated. The assessment of the data was made by content analysis and the information was organized in themes: professional socialization in supervised internship; the learning of the internship supervision in the professional socialization and the internship supervisor habitus of the assistant teacher. The results refer to the understanding of internship supervision and of the guidelines and interventions regarding the teacher’s work. It was concluded that the learning of supervision is temporal and spatial in assistant teacher’s work. It tends to be real and refl ective, indicating that at the end of each process the identity of a trainer for activities and individual socialization in the habitus perspective is affi rmed.