Do estágio supervisionado ao desenvolvimento da artesania pedagógica e do senso de plausibilidade do professor de língua inglesa:

uma pesquisa narrativa

Abstract

This paper examines supervised pre-service English language teaching as a vital component in initial professional education. Regulated by specific legislation, this practice provides future teachers with the opportunity to engage with the school environment under the guidance of professionals already qualified, facilitating the transition from initial education to independent professional practice. By using a narrative inquiry approach (CLANDININ; CONNELLY, 2000), my objective is to report feeling-thinking experiences of a teacher undergoing initial professional education when carrying out his supervised pre-service English language teaching at an elementary school in the rural area of a city in the Midwest of the state of Paraná, and reflect on how these experiences contributed to the development of his pedagogical artistry (SCHÖN, 1987) and sense of plausibility (PRABHU, 1990). In this way, I was able to conclude that the supervised pre-service teaching is fundamental to the process of initial professional education, as it enables the development of pedagogical artistry and a sense of plausibility by allowing the school practice to be experienced in a concrete, critical, reflective, and supervised way.