LEARNING TO BE AN EARLY CHILDHOOD TEACHER WHITH THE TEACHING PRACTICE

Abstract

This article aims to present the organization of the Teaching Practice and its regulation instruments focusing on supervision as a process of (re)construction of meanings, based on descriptive feedback and shared reflection in which writing assumes a metacognitive and social function. At the University of Évora, the professional teaching qualification for pre-school education implies a degree in Basic Education followed by a master's degree either in Pre-school Education or Pre-school Education and teaching in Primary school. The Teaching Practice is held in the last two semesters of the course, in partnership with schools, under the supervision of university supervisors and cooperating teachers who welcome students in their classrooms. The Teaching Practice, a component of praxiological training, aims at the development of scientifically supported competences supported by inquiry processes.