Conceiving Supervised Internship as the integration of theory and practice departs from the understanding of it as a field of knowledge where it is considered a place for learning and reflection. Thus, it becomes essential to understand its importance to pre-service teacher education so that it might be understood as an opportunity for constructing the professional teacher’s identity through the intersection between classroom experience and studied theory (Pimenta & Lima, 2004). Based on this conception of the Internship, this study analyzed how the text genre Reflexive Dialogue Journal (RDJ) contributed to constructing a student-teacher’s (ST) identity. It sought to qualitatively analyze this text genre produced by one of the teachers in the pre-service teacher education Internship.