A Educação em Tela: O Estágio como Obra Viva

Abstract

The school placement represents both the culmination of a demanding academic journey and the starting point for the construction of a teaching identity. This report, written by a pre-service teacher (the author), reflects the personal and professional development process experienced over a year of supervised pedagogical practice. The experiences took place in a school located in the metropolitan area of Porto, where the author progressively assumed teaching responsibilities, facing challenges such as space management, constant task adaptation, and student heterogeneity. The teaching practice was enriched through the implementation of diversified methodologies, the integration of technology in lessons, and the promotion of physical literacy across its four key domains. An action-research study was conducted with a 12th-grade class, focusing on promoting group cohesion and physical literacy through a volleyball teaching unit. By applying the Sport Education Model and Cooperative Learning, it was possible to engage students in an active, reflective, and collaborative learning process. This report stands as the record of a work in progress - composed of uncertain strokes and layers of discovery - where each contribution helped shape a clearer and more grounded understanding of what it means to be a Physical Education teacher.