The aim of this article was to analyze the perceptions of teachers in initial training about supervised teaching practice and its impact on their teacher training. The study was carried out with nineteen teachers in initial training on the Portuguese/English Letters, Portuguese/Spanish Letters, Geography and History courses at the Federal University of the Triângulo Mineiro, Uberaba (Minas Gerais). The research was characterized as qualitative and descriptive. Data were collected using a questionnaire containing questions about experiences and perceptions of the supervised teaching practice. Based on the synthesis of the data, it was analyzed that: a) The internship provided experiences that contribute to the exercise of the future profession; b) The experience of the internship favors professional development, as one acquires repertoire in the situations experienced at school; c) The perception that theory and practice are still far apart; d) The need to rearrange administrative and pedagogical actions; e) Strengthening the relationship between theory and practice, considering the specific subjects of the course and the supervised internship; f) Highlighting the importance of the role of the supervising professor and recognizing the supervising teacher as collaborators in the training process of future teachers. The conclusion is that the internship is essential for the professional training of undergraduates, providing meaningful and motivating practical experiences, interpersonal relationships, a change in perspective related to the new reality of “balancing personal and professional life” and taking on “being a teacher”.
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