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This article presents three exploratory profiles of reflexive practices from a sample of 115 student-trainees who attend teacher training masters programs in early childhood education and in teaching 1st and 2nd cycle of basic education, in mainland Portugal, regarding pratica de ensino supervisionada (PES) [supervised teaching practice]. The data presented comes from the statistical analysis based on analise de correspondencias multiplas (ACM) [multiple correspondence analysis]. It allows to identify two profiles set apart by the impact of the reflections written during STP and their respective justification based on the subsystem of higher education they attend, the legal nature of the subsystem and the adopted models. The data also differentiated a third group based on the pedagogical model adopted and the subsystem.

PERFIS DE ESTAGIÁRIOS NA PRÁTICA DE ENSINO SUPERVISIONADA EM PORTUGAL