O Estágio Profissional: Aprender Com Quem Ensinamos

Abstract

This report was prepared in the context of the student-teaching practicum, materialized in the curricular unit that ends the Physical Education Teacher Education Programme in Basic and Secondary Education, in the Faculty of Sport of the University of Porto, leading the pre-service teacher to a Master degree. This learning period in supervised teaching practice took place in one of the cooperating schools of basic and secondary teaching of Porto of the network of protocols established by the faculty. Since the practicum is a place where students roles and functions are intertwined, it is important to report in a critical and constructive way the lived experiences. Thus, this report proposes to explain, to reflect and to inquire about the various participations and activities carried out, supporting and confronting them with the literature. It is written in the perspective of the pre-service teacher to see the evolution of this experience from a personal and professional point of view. In structural terms, the Practicum Report is organized in three components, regulated by the Professional Practicum curricular unit's regulations. In the Personal Dimension, a bridge is established between childhood experiences and the time of admission to the teaching practice, which allowed us to gain an understanding of the factors that led to the decision-making process for the teaching of Physical Education. In the Framework of Professional Practice, the legal, institutional and logistical contours for which the practice is supported and operationalized, are explored. With regard to the Professional Practice, the various stages that led to intervention in the field of teaching and collaboration with the school are, described and interpreted. Finally, the conclusions allow for a synthesis, from a reflective point of view, on the topics covered throughout the Practicum Report. It was, thus, an intense year, in which I taught and learned even more. All the moments of sharing with employees, student-teaching practicum center colleagues, teachers of the Cooperating School and both faculty tutor and cooperating teacher were indispensable. On the other hand, the whole process from the idealization, confrontation and evolution of didactic practices led to a consolidation of the knowledge that surrounds the art of being a teacher. The expectations that I carried for the school were reached, being able to keep the students motivated through an inclusive practice, based on the positive values that should surround both sports and life.