Da Insegurança à Identidade Profissional: O Percurso de um Estudante Estagiário rumo à Docência

Abstract

This report reflects the experience I had during my professional school placement as part of the Master's programme in Teaching Physical Education in Primary and Secondary Schools at the Faculty of Sport of the University of Porto. This academic stage marked the beginning of my integration into the professional teaching context and was a demanding but deeply enriching journey, both personally and professionally. At first, fears and uncertainty marked the first steps, but over time, and through the support of the school placement nucleus, the Cooperating Teacher and the University Supervisor, I developed fundamental teaching skills. Area 1 highlights the process of planning, implementing and evaluating teaching practices, where I faced challenges such as time management, adapting to different school contexts and using different teaching models. Using the Direct Instruction Model, the Sports Teaching Model and Cooperative Learning allowed me to respond to the heterogeneity of the classes, promoting more inclusive and meaningful environments for the students. Continuous reflection, after each lesson, was essential for adjusting strategies and improving the quality of teaching. In Area 2, we highlight my involvement in multiple extracurricular activities, such as the Corta-Mato, Mega Atleta, the Solidarity Tournament and Filipa's Day, which have reinforced the importance of the teacher's role beyond the classroom context and enhanced my integration into the school community. Area 3 presents the research study centred on the perceptions of federated and non-federated students about physical fitness in physical education. This research made it possible to understand how students view physical fitness in the subject of Physical Education and what internal and external factors influence this perception, contributing to a more informed teaching practice centred on their needs. This school placement confirmed my vocation for teaching and consolidated the importance of a professional practice that is critical, reflective and committed to the integral development of students.