Concerning the teacher formation at the undergraduate level , this work discusses issues related to the supervised preservice teachers' practice in physics. Although the classroom practice and academic knowledge must be linked by "integrative disciplines" like "Teaching Practice" and/or "Supervised Preservice Practice" courses of the Teacher Education Undergraduate Program, we may ask if theses disciplines are fulfilling their purpose. Similarly, we have to investigate what kinds of questions arises during the teaching practice. In this research, we investigated the main difficulties faced by 8th grade undergraduate students in Physics Teacher Education, specifically during the supervised preservice practice. We also evaluated the conditions that schools offered to the students' work. Using as the main methodological tool a "field diary" of observation, built during the visiting period to 19 schools along 2007 second semester, we designed three categories of analysis, from which the data could be interpreted. Our conclusions point towards issues at different levels, from Teacher Education Program's reorientations to recommendations addressed to public institutions that take care of schools' management.
initial teacher education; supervised preservice practice; teaching practice