Investigating emotions of pre-service teacher in supervised internships

Abstract

The Supervised Internship (ECS) is an important stage in the initial formation of teachers. This is a time when the student faces the environment of the chosen profession, and different emotions emerge in this process. This research investigated the emotions expressed by five graduates of Federal University of Triangulo Mineiro of Natural Sciences and Mathematics courses in an ECS situation. In a theoretical-methodological bias, we used observations and audio and video recordings of the undergraduate regencies, and interviews and the analyzes were supported by the Stimulated Remembrance Method. The confrontation with the school reality stands out as the biggest challenge faced by the graduates when entering the classroom, emerging emotions such as fear, anxiety, and anguish.