O percurso de um estudante estagiário rumo ao desenvolvimento da aprendizagem dos seus alunos

Abstract

The Professional school placement enclosed in the 2nd cycle of studies of the Master´s Degree in Teaching of Physical Education in Primary and Secondary Education, by the Faculty of Sport of the University of Porto, allows to develop and empower the intern student of fundamental skills for the development of the same in the profession. This supervised teaching practice was carried out in a school located in the district of Porto, with the presence of an school placement nucleus composed of four preservice teachers and the supervision of two duly specialized teachers. A cooperating teacher at the school level and a guiding teacher coming from the Faculty. The present document, called the school placement Report, reflects the experiences of the preservice teacher, within the real context of practice, through an account of the difficulties encountered, the strategies used and the lessons learned that contributed to professional development. This process, in an initial phase (1st term), was characterized by the first confrontation with reality, the establishment of routines, the implementation of personal and social development strategies and strategies to develop the act of evaluation. In the second term, strategies were developed to foster more equitable practices in Physical Education classes, based on a student-centered approach, the development of positive relationships in the class and the application of MED and MAPJ. Finally, in the third term, strategies were developed for students' autonomous development, the experience of preparing students for an activity such as the soiree and the constraints of teaching athletics. The realization of the school placement project called "100 Opportunities" allowed to expand knowledge to other areas, increasing the preparation of the preservice teacher for contact with students in need of inclusion measures. For all these reasons, it was imperative to maintain throughout the school year, a responsible posture that provided a space conducive to learning.