IDENTIDADE PROFISSIONAL NO ESTÁGIO SUPERVISIONADO DE EDUCAÇÃO INFANTIL: UMA REVISÃO SISTEMÁTICA

Figueroa-Céspedes, Ignacio; Vergara-Flores, Ivanna

doi:10.1590/1980531412111

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ARTÍCULOS • Cad. Pesqui. 55 • 2025 • https://doi.org/10.1590/1980531412111 linkcopiar

IDENTIDADE PROFISSIONAL NO ESTÁGIO SUPERVISIONADO DE EDUCAÇÃO INFANTIL: UMA REVISÃO SISTEMÁTICA

Autoria SCIMAGO INSTITUTIONS RANKINGS

Este estudo sistematiza 24 investigações empíricas publicadas de 2019 a 2024 em bases indexadoras (Scopus, Web of Science e SciELO), seguindo o protocolo PRISMA. Analisam-se quadros teóricos, metodologias e enfoques para abordar a identidade no contexto do estágio supervisionado (practicum) em educação infantil. Os achados mostram concentração da produção no Norte Global, predomínio de desenhos qualitativos transversais e marcada heterogeneidade conceitual, além de escassez de estudos longitudinais e ausência de abordagens de métodos mistos. Embora se observem avanços na prática reflexiva e na agência docente, essas restrições limitam o acúmulo comparativo e a compreensão da identidade como processo relacional, ético e situado.

IDENTIDADE PROFISSIONAL; FORMAÇÃO DOCENTE; PEDAGOGIA; EDUCAÇÃO INFANTIL

Descriptores
“Practicum” OR “professional internship” OR “teaching practicum” OR “Work placement” OR “Fieldwork” OR “teaching practice” OR “practicum studies” OR “student teacher experience”	“Teacher training”* OR “teacher professional development”* OR “teacher education” OR “educational training”	“Preservice preschool teacher” OR “early childhood education student” OR “early childhood Preservice teacher” OR “Preschool education student” OR “childhood preservice educator” OR “early childhood teacher education”	“Professional identity”* OR “Teaching identity”* OR “teacher professional identity”

N	Autores	Título	Año	Revista
1	Ávila Zárate, A. I., & Díaz Rueda, A.	Mis ideas en tres minutos: Futuros maestros que escriben y reflexionan	2021	Praxis Educativa
2	Bakija-Haraçija, N., Ferizi-Shala, R., & Walker, T. L.	Exploring the value of student teaching practice: Insights from preschool student teachers in Kosovo	2024	Cogent Education
3	Bipath, K.	Enriching the professional identity of early childhood development teachers through mentorship	2022	The Independent Journal of Teaching and Learning
4	Bone, K., Bone, J., Grieshaber, S., & Quinones, G.	A peer assisted learning (PAL) approach to pre-service teacher professional experiences in Australia: Organisational friendships	2019	Asia-Pacific Journal of Teacher Education
5	Brown, C. P., Barry, D. P., Ku, D. H., & Puckett, K.	Teach as I say, not as I do: How preservice teachers made sense of the mismatch between how they were expected to teach and how they were taught in their professional training program	2021	The Teacher Educator
6	Cai, Z., Zhu, J., & Tian, S.	Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators	2022	Frontiers in Psychology
7	Ceballos, N., Saiz-Linares, Á., & Susinos-Rada, T.	Possibilities for re-envisioning the work of the teacher in early childhood education: Notes for a polyphonic and participatory university practice	2023	Early Years: An International Research Journal
8	Chavira-Quintero, R., & Olais-Govea, J. M.	Analysis of content knowledge categories in preservice teachers when teaching the concept of number in preschool	2023	Sustainability
9	Del Río-Fernández, J. L., & Saldaña-Gómez, D. P.	Proyecto IniciaTIC 2020: Aprender en casa a enseñar desde casa	2021	Magis: Revista Internacional de Investigación en Educación
10	Gallego-Lema, V., Correa Gorospe, J. M., & Aberasturi Apráiz, E.	Anywhere, anytime: Los itinerarios de aprendizaje de los docentes	2020	Revista Fuentes
11	Hu, B. Y., Su, Y., Liu, X., He, M., & LoCasale-Crouch, J.	Examining coaching skill development during preservice teachers’ (PSTs) internships	2023	Early Childhood Education Journal
12	Huu Nghia, T. L., & Tai, H. N.	Preservice teachers’ experiences with internship-related challenges in regional schools and their career intention: Implications for teacher education programs	2019	Journal of Early Childhood Teacher Education
13	Kahila, S., Kuutti, T., Kahila, J., & Sajaniemi, N.	The significance of practicum work communities for students’ professional development - Perceptions of Finnish ECE teacher students	2024	Journal of Early Childhood Teacher Education
14	Karalis Noel, T.	Identity tensions: Understanding a previous practitioner’s decision to pursue and depart the teaching profession	2021	Frontiers in Education
15	Kasapoglu, K., Aydigdu, B., & Uyanik Aktulun, O.	Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice	2023	South African Journal of Education
16	Maldonado-Ruiz, G., Fernández García, I. M., & Soto Gómez, E.	La documentación pedagógica como posibilidad de re-encuentro con las infancias en la formación inicial: Polifonía de miradas a tres voces	2020	Revista Interuniversitaria de Formación del Profesorado
N	Autores	Título	Año	Revista
17	Martín Gómez, P., García Rodríguez, M. L., & Mena Marcos, J.	El prácticum en el grado de maestro/a de educación infantil: Análisis de diarios docentes	2022	Revista Complutense de Educación
18	Poveda, B., Barceló, M. L., Rodríguez, I., & López-Gómez, E.	Percepciones y creencias del estudiantado universitario sobre el aprendizaje en la universidad y en el prácticum: Un estudio cualitativo	2021	Revista Complutense de Educación
19	Ribaeus, K., Enochsson, A.-B., & Löfdahl Hultman, A.	Student teachers’ professional development: Early practice and horizontal networks as ways to bridge the theory-practice gap	2022	Journal of Early Childhood Teacher Education
20	Sanders-Smith, S. C., Smith-Bonahue, T. M., Cordoba, T. E., & Soutullo, O. R.	Shifting perspectives: Preservice teacher preparation in family engagement	2019	Journal of Early Childhood Teacher Education
21	Sevimli-Celik, S.	Moving between theory and practice: Preparing early childhood pre-service teachers for teaching physical education	2021	Journal of Early Childhood Teacher Education
22	Twigg, E., & Yates, E.	Student reflections on the place of creativity in early years practice: Reflections on second year work placement experience	2019	Thinking Skills and Creativity
23	Višnjić Jevtić, A., & Rogulj, E.	“Should we get support or just guidelines?”: (Self) assessment on mentoring of early childhood education students	2022	International Journal of Mentoring and Coaching in Education
24	Weatherby-Fell, N., Duchesne, S., & Neilsen-Hewett, C.	Preparing and supporting early childhood pre-service teachers in their professional journey	2019	The Australian Educational Researcher

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[TFN1] Fuente: Elaboración de los autores con datos de la investigación.