A Bonança Depois da Tempestade: Desafios e Conquistas na Construção da Identidade Docente em Educação Física

Abstract

This school placement report represents one of the most significant stages in the training process of a preservice teacher: the Supervised Teaching Practice. It records the experiences lived throughout the 2024/2025 academic year, the challenges faced, the strategies adopted, and the learning outcomes that contributed to the construction of the professional identity of a preservice teacher (the author) in Physical Education. This stage made it possible to mobilise the knowledge acquired during the first year of the master's degree and, above all, to develop new skills through the articulation between theory and practice, facing situations that required planning, observation, reflection, and critical action in the teaching and learning process. The report is organized into different chapters, presenting the personal and institutional framework, pedagogical practice, participation in the school community, and the research study carried out with a 7th-grade class. The pedagogical intervention included lesson planning, teaching, and assessment, as well as the organization of school activities, promoting the development of professional competences. In this research study, the effect of a physical fitness program on the development of students' physical fitness, as well as their cognitive and social domains, was examined. The findings indicated that the combination of physical activity circuits with cooperative learning strategies fostered improvements in physical fitness, while simultaneously supporting cognitive and social development by strengthening students' motivation, autonomy, and collaborative skills within the school context. The progress observed across these dimensions highlights the importance of diversified methodologies in the teaching of Physical Education. It is concluded that the school placement experience provided an essential contribution to the construction of professional teacher identity, underscoring the relevance of linking theory with practice and of active participation in the school community.