Students' conceptions of mandatory supervised internship in initial teacher education

This article is intended as an objective, to analyze two areas of nature, mathematics and agricultural science areas, under the auspices of the UFRPE, on the curricular component of Supervised Mandatory Internship. A approach to research qualitative, case study type. The sample consisted of 71 students in the last semester of Supervised Mandatory Internship. For construction of the data, we use as a tool, the questionnaire. The data showed three conceptions of training course: application of theory to practice; experience in the school environment and classroom experience. The theoretical-methodological basis was the analysis of content of Bardin(2016). Assuming that the supervised mandatory internship usually is understood as the practical part of the course, we consider a breakthrough advancement when the majority of the subjects design this curricular component as experience in the field. This can mean the possibility of links between theory, practice and school context.