O sonho se ser professor de educação física: A jornada de um estudante-estagiário para um ensino com o aluno no centro do process

Abstract

The professional school placement, undertaken during the second year of the master's degree in teaching physical education in Primary and Secondary Education at the Faculty of Sport, University of Porto, played a crucial function in my journey, serving as a pivotal milestone in both my professional and personal development. Throughout the academic year, significant progress was evident, reflected in the acquisition of pedagogical skills and the development of new approaches better suited to the challenges of teaching practice and student needs. This report documents the planning process, the transversal nature and evolution of pedagogical issues, as well as the strategies employed to address various challenges related to the effectiveness criteria of a Physical Education class. Additionally, it explores the impact of pedagogical models on practice, the methodology adopted for integrating games, and the incorporation of digital technology, which proved fundamental in promoting student engagement, motivation, and progress. Furthermore, the report highlights the importance of assessment during this phase, the inherent challenges involved, and the way reflective practice evolved into a systematic and essential decision-making tool. The report also emphasizes the value of participating in extracurricular activities, which were crucial for understanding the various roles of a teacher and fostering deeper integration within the school community. The research project analyzes 12th-grade students' perceptions of their participation in a fitness promotion program using digital technology, as well as to understand how the use of these technologies contributed to increasing their physical exercise habits. The main findings indicated that the integration of digital technology, combined with motivational pedagogical strategies, enhanced student engagement in physical activity, particularly among those who were less motivated. This journey reinforced my enthusiasm for teaching and underscored the importance of a reflective pedagogical practice aimed at the holistic development of students.