Da Aula para a Vida: Aprendizagens Significativas dos Alunos e a Construção de uma Identidade Docente em Educação Física

Abstract

The present document was developed as part of the Curricular Unit of Supervised Teaching Practice, which is included in the 2nd Cycle of Studies of the Master's Degree in Physical Education Teaching in Basic and Secondary Education at the Faculty of Sport of the University of Porto. This document reflects the path undertaken by a preservice teacher (the author) throughout an academic year in a real teaching context, during which she was able to mobilise and reconstruct the knowledge acquired during her initial training. Through an approach centred on critical reflection, it presents lived experiences, meaningful learning processes, challenges encountered, and strategies implemented. Although the main intervention took place in a resident class of the Third Cycle of Basic Education, the training journey also extended to interconnected contexts, such as a shared class, collaboration in School Sport, involvement with other classes, and peer observations among trainees. These experiences fostered collaborative learning and enabled a broader understanding of the teacher's role. Integration into the educational community proved particularly enriching, as it facilitated the development of cooperative relationships with various school stakeholders, thereby contributing significantly to both personal and professional growth. Supervised teaching practice thus became a space of discovery and construction, where learning required listening, acting with intentionality, and balancing theory with practice. Throughout this process, efforts were directed towards providing students with meaningful teaching and learning experiences, valuing their holistic development. In parallel, an action research project was carried out to identify and address the low levels of physical literacy observed in the resident class. This mixed-methods study combined the analysis of quantitative data namely the results from the FITescola tests and student questionnaires with qualitative insights into students' perceptions and engagement with physical activity. The findings informed the implementation of more suitable pedagogical strategies, contributing to a more reflective, evidence-based, and transformative teaching practice.