Based on the premises of Cultural-Historical Theory, this study investigates the learning movement triggered in students of the Faculty of Education, in a public university in the State of São Paulo, Brazil, for a specific proposal for supervised practice, called the Teaching Residency Program (TRP). Based on the categories teaching activity and mediation, we analyzed the process of preparing the Educational Action Plan (EAP) and the reports of students’ experience in an online Field Diary. The analysis of production of EAP shows that the organization of teaching learning is possible in the context of TRP when triggered by elements that have formed the basis of this model of internship: the established need for EAP production and continuous immersion in the school environment. Mediation is configured as an essential element of teacher learning, as it allows the student, through sharing daily experiences in the school, to have their learning marked by the mediation of others, while at the same time, mediating the learning of their colleagues. Through the unity between cognitive and affective aspects, teacher learning is constructed in a mediated form, through the teaching activity, in the space provided by the TRP.