Da formação à concretização: A ascensão de uma nova identidade profissional

Abstract

The professional internship aims at preservice teachers' progressive and oriented integration, representing the real context of professional action, through supervised teaching practice. This occurred in a school grouping located in the center of Braga, with an internship core represented by three preservice teachers, one cooperative teacher from the school and a guiding professor from the Faculty of Sport of the University of Porto. The student trainee was responsible for the teaching and learning process of an 11th grade resident class and a shared 6th grade class. The drafting of the internship report had as main reference the happenings and experiences the trainee student lived for one school year, structuring itself in 7 main chapters. The first one revolves around the "Introduction", briefly informing about the framing of the whole internship report as well as its structure; the second moment involves a more personal dimension of the student trainee, mentioning the reasons that led him to choose the challenge of teaching; the third point refers to the "Framing of Professional Practice", mentioning the characteristics of the professional internship; area 1, which refers to point four, "Organization and Management of Teaching and Learning", focuses on the conception, planning and evaluation of the E/A process; the fifth moment refers to area 2, "Participating in the School and Relationship with the Community", in which the trainee student's participation in the school is represented as well as his relationship with the community, including the functions performed throughout the school year; the sixth point carries us onto area 3, named "Professional Development", where a literature revision of the "Motivation of students in PE classes in high school: Review of Literature", literature is added. The document is concluded in the domain of the "Conclusion and Future Perspectives" of the student trainee, contemplating a set of pedagogical lessons taken from the experience and interpretation of the school year as a teacher trainee.