A viagem de um Estudante Estagiário no ensino da Educação Física: O sonho tornado realidade

Abstract

This report marks the completion of the Professional School Placement, part of the second year of the Master's Degree in Physical Education Teaching in Primary and Secondary Education, at the Faculty of Sport of the University of Porto. The internship played a central role in training, representing this preservice teacher's first contact with the reality of the teaching profession. It was a decisive moment in which, as a teacher in training, I faced the challenges inherent in teaching practice and the complexity of the school context, requiring me to respond assertively and responsibly to the demands of professional practice. Throughout this document, I will present the path I took during the school year as part of the Supervised Teaching Practice, carried out at a school located in the city of Guimarães, always in coordination with my colleagues from the internship group, the cooperating teacher, and the supervising teacher. The pedagogical practice was guided by a student-centered teaching approach, with a focus on promoting Physical Literacy, emphasizing its attributes. The focus is on the implementation of pedagogical strategies based on the characteristics of student-centered teaching models, such as the Sport Education, the Cooperative Learning Model, and Game-Based Approaches, in order to train more competent, literate, and enthusiastic students in relation to sports and physical activity, recognizing the educational value of the Physical Education discipline. It also attempts to address aspects of student development and learning, making them active and conscious builders of their own learning, which has a significant impact on their development as teachers. The study focused on students' experiences in Physical Education classes that promote Physical Literacy and the impact these had on their perception of the importance of the subject and its development, transferring the subject to life ("Physical Education for life"). The main themes that emerged were: (1) the impact of the experience in Physical Education classes on interest and/or disinterest in physical activity; (2) Physical Literacy; (3) Skills and attributes developed by students in Physical Education classes; (4) Level of motivation in Physical Education classes and in the practice of physical activity outside the school context; (5) Recognition of the presence of student-centered teaching models in Physical Education classes. The Professional School Placement proved to be a deeply enriching experience for personal and professional development.