Supervised Internship and Practical Activities in Physics Teaching: a Journey of Meaningful Experience

Abstract

he aim of this study was to analyze the perspectives of an undergraduate student enrolled in a Natural Sciences teacher education program regarding his practical experience during the Supervised Teaching Internship, specifically while teaching Physics at the upper secondary school level. The study adopted a qualitative experience-report approach, with data structured on the basis of a reflective journal and the activities planned for the teaching practicum carried out in 2023. This period was initially marked by social tensions and low school attendance due to threats of attacks. The pedagogical practice was grounded in the Three Pedagogical Moments (3PM) methodology, integrating technological resources, such as Google Maps and word-cloud tools, as well as playful and experimental activities in the teaching of Kinematics. The results indicate that the articulation between playfulness and scientific literacy contributed to challenging the perception of Physics as a tedious subject reduced to the mere application of formulas, while fostering students’ engagement and investigative autonomy. It is concluded that the internship played a decisive role in consolidating both praxis and the student’s identity as a teacher-researcher. Following graduation, his academictrajectory included admission to master’s and doctoral programs, ultimately leading to his current position as a faculty member in higher education.