The supervised internships play a crucial role in initial teacher education so, in order to generate understandings about this moment, we propose to analyze the narratives of Gabriele's internship experience (fictitious name), being her an undergraduate student of Portuguese/English from a private university in the south of Rio de Janeiro and an English teacher at a language course in Nova Iguaçu, Baixada Fluminense. The objective of this research is to analyze a pre-service teacher's narratives about her supervised internship experience, focusing on identity (co)construction and evaluative discourse. To achieve the proposed objective, we will investigate how these stories are (co)constructed interactionally and reflect on the topics that emerge from them, mapping the evaluative discursive marks and observing how they discursively contribute to the (co)construction of identity. This research is a qualitative-interpretive methodological study, in which the data were generated in a reflective conversation, as we understand that in this way, we build a collaborative research environment. The final understandings suggest, based on discursive practices, the multiple meanings constructed and negotiated about the specificities of our participant's narrative, the vital role of experience in the construction of the teaching knowledge to be accessed during educational practice, the importance of the agentivity of everyone involved in the pedagogical space to provide an environment for development and learning and the relevance of considering the historical, cultural, social and political aspects of a given teaching context.