CAIRES, Susana. Vivências e percepções do estágio pedagógico: Contributos para a compreensão da vertente fenomenológica do "Tornar-se professor". []. , 24, 1, pp.87-98. ISSN 0870-8231.

In Portugal, the teaching practice corresponds to the last year of the Initial Teacher Education Program, and to the moment when the teaching candidates have their first contact with the profession. In this stage of the Learning to teach process, there are several challenges and developmental tasks that the student teachers have to deal with, from which results a wide array of feelings and cognitions that have a significant impact on the student teachers’ professional and personal integration and development. Focused on the phenomenological dimension of the teacher training process, this study explores the main experiences and perceptions of a group of 229 student teachers of the University of Minho concerning their practical experience. The study assessed, at the beginning and at the end of the practice, the students’ experiential repertoire, considering two variables: course area (Sciences vs. Arts and Humanities) and gender. The analysis also emphasized the gains that subjects perceive as resulting from their first year of contact with the teaching profession. The influence of those two variables on the variations occurred in student teachers’ answers was verified, as well as the presence of highly satisfactory perceptions in terms of the gains resulting from their practical experience, affecting several dimensions of these teacher candidates’ development.

: University-Work transition; experiences and perceptions during Teaching Practice; student teachers’ development.

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