Do estudo à prática: A jornada de um Estudante-estagiário em busca de aperfeiçoamento

Abstract

The School Placement is an essential stage in teacher training, as it represents the transition from theory to practice. In a way, it is a moment that stirs the waters. As the saying goes, 'calm seas do not make good sailors,' this transition from theory to action is crucial, where fundamental practical learning takes place for the future. I approached this internship from the outset as an opportunity to explore and experience a variety of experiences, with the goal of assessing which approaches would be the most effective, drawing the most pertinent conclusions. In this document, I aim to present the journey I undertook in a real professional practice context, always supervised by a cooperating teacher who played a key role in the entire process. During this academic year, I managed and organized the teaching-learning process, applying concepts and experiencing different teaching styles and models, something that certainly contributed to my personal and professional growth and development. Alongside my fellow interns, I participated in and helped organize much of the school's internal activities, which impacted my sense of school culture and provided me with tools that will undoubtedly be useful in my professional practice. I attended and participated in various meetings, including parentteacher meetings, grade follow-ups, interim assessments, and Physical Education department meetings, among others. These experiences allowed for the development of my institutional awareness, providing a broader understanding of how the school operates and the importance of collaboration among all members of the educational community. I would highlight the use of various teaching models, particularly student-centered models, aimed at promoting active student participation in lessons. A significant part of my work throughout the academic year focused on analyzing how student-centered practices can generate greater motivation and willingness in students to engage in lessons compared to more traditional, teacher-centered practices.