The practice of supervised teaching in the initial training of teachers of the 1st ceb: dynamics in the UTAD. ; La práctica de enseñanza supervisada en la formación inicial de profesores del 1º ceb: dinámicas en la UTAD ; A prática de ensino supervisionada na formação inicial de professores do 1º ceb: dinâmicas na UTAD

Today, more than ever, teachers have to be prepared to respond to the needs of society. In this sense, the dynamics of the supervised teaching practice of future teachers can be the key to enabling a greater approach to social and educational demands, since it places us in contact with the real context of schools. This is a unique and essential opportunity for the future teacher: to contact the reality of everyday life and to know the context in which he chose to work. Over several years, the Curricular Guidelines for Initial Teacher Training Courses have suffered at the University of Trás-os-Montes e Alto Douro (UTAD, Portugal), several reformulations creating the possibility of actions, in the sense of expanding the practice in teacher training, allowing students to experience with activities of teaching work that go beyond the classroom and the specific content. It seems important to us to explain what is the experience in the Practicum, currently called "Supervised Teaching Practice", in this university and reflect on its relevance, considering this practice fundamental in the training of the future teacher. We show the existing dynamics in relation to the practice of supervised teaching in the First Cycle of Basic Education, of the different Masters in Teaching of the First Cycle, because it is in that context in which our experience is framed. We reflect on the practice of supervised teaching as an unquestionable essential premise in the training of a future teacher because the approach and immersion in the school reality allows him to perceive the challenges that the career will offer him, while making him know more precisely the profession he is going to exercise, integrating the various components of knowledge such as knowledge, the know-how and the know-how, obtaining (in)formaciones and exchange of experiences. ; Hoy, más que nunca, el profesorado tiene que estar preparado para responder a las necesidades de la sociedad. En este sentido, la dinámica de la práctica de enseñanza supervisada de los ...