Experiência de um Professor de Educação Física em Início de Carreira nos Ensinos Básico e Secundário

Abstract

This document consists of a brief summary of the professional internship of a novice teacher, for the degree of Master of Basic and Secondary Education in Physical Education. It systematizes the learning process of the supervised teaching practice in the academic year 2023/2024, the central reflections and suggestions for improvement, based on the experience at the Pedrouços Basic and Secondary School, located in the municipality of Maia, classified as a School of Priority Intervention Educational Territory. This stage of the career is one of the central pillars of a teacher's training and marks the transition from the academic context to the future professional practice. Its goals are to promote pedagogical experience in a real workplace, to understand the applicability of theories in the exercise of teaching and to reflect on the significant moments of learning, which interconnect the roles of master's student and novice teacher. It aims to overcome barriers associated with inexperience, through the planning of sports activities, the management of the teaching-learning process at classes and the experiences of interaction during the school year; whether between colleagues or with more experienced teachers and classes. The report presents seven chapters, from the personal and professional framework and expectations of the novice teacher, characteristics of the partner school and work groups in this context, to the organization and management of teaching and learning, the annual planning of activities and teaching models adopted. It also refers to the evaluation methodologies and the relationships with the school and the community. The seventh chapter describes the research project. Based on the disruptive behaviors identified in the resident 8th grade class, a behavior modification program was implemented to evaluate the effect of social reinforcement, contingency management, positive teaching and self-management. The results indicate a reduction in disruptive behaviors, which supports its use in future contexts. It concludes with a reflection on the learning process focused on the critical analysis of this journey and on continuous improvement as a teacher apprentice. That is, analyzing what has been learned, what still needs to be learned and drawing up new plans for its implementation.