"A desconstrução do "Treinador" para a edificação do Professor"

Abstract

The school placement allows the acquisition of certain skills that become preponderant in the performance of the teaching profession. The school placement helps in the transition from the training space to the professional space since, as a preservice teacher, you are faced with a multitude of situations that provide a vision of the future teacher and, in this way, help in the construction of a professional identity. This report portrays the path of a young "coach" and preservice teacher who talks about his personality and identity transformation, presenting his victories, his defeats and, fundamentally, his learning. Throughout this report, conceptions and perspectives about the school and the subject of physical education are exposed. In a pandemic context, the way in which the teaching-learning process is viewed is questioned and decisions related to planning, forms of intervention and assessment are explored. It should be noted that there is a strong focus on the teacher-student relationship as a strong influence on the student's personal and professional development. At the planning level, the pandemic reality did not allow for long-term planning. However, it is believed that distributed practice offers greater guarantees of learning for students. In the act of intervention, corrective feedback takes precedence taking into account the evolution of students. Assessment for learning allowed students to situate themselves in the teaching-learning process. The study carried out should also be highlighted, whose objective was to verify the effect of the de-training caused by the Christmas holidays on the physical fitness levels of secondary school students, in the areas of cardiorespiratory fitness, muscle fitness, motor fitness and flexibility, in a 10th and 11th grade school population. The results showed that the detraining period did not show statistically significant differences.