From the point of view of the professionalization of teachers (Altet, 2001), professional practice is considered as a place of teacher education, production of knowledge (Borges et al., 2013) and critical reflection (Tardif and Moscoso, 2018). In Brazil, practice as a place of formation, mobilization of knowledge and devices recently gained prominence thanks to the reflection and analysis of the supervised internship. Our qualitative research focused on 12 students of a physical education course from a public university and on the analysis of 12 Teaching Cases and 12 Portfolios. The Portfolios included thoughtful self-assessment reports from the internship; the Teaching Cases explained the problematic situations arising from teaching practices with a motion for a resolution. Some elements can be highlighted: the development of the internship project; partnership with teachers; the investigative attitude; and the “deprivatization” of the practice. The use of devices (Teaching Case and Portfolios) in the internship promotes the analysis of practice and critical thinking, which contributes to professionalization in teacher education.