Relatório do Estágio Profissional Caminhos de Formação de um Professor

Abstract

This report outlines the professional internship experience undertaken as part of the Master's Degree in Physical Education Teaching for Basic and Secondary Education at the Faculty of Sport, University of Porto. The internship took place at Escola Secundária Dona Maria II, in Braga, from 4th September 2024 to 13th June 2025. Throughout the placement, the trainee had the opportunity to apply the theoretical knowledge acquired during the master's course in a real educational setting, facing a range of challenges such as managing a multicultural class, adapting communication strategies to pupils with varying levels of proficiency in Portuguese, and addressing inconsistent attendance. These circumstances demanded differentiated strategies and flexible planning adapted to pupils' specific needs. The report explores multiple dimensions of teaching practice, including lesson planning, delivery and assessment, as well as the application of pedagogical models such as Direct Instruction (MID) and the Sport Education Model (MED). It also includes a reflective analysis of how each approach impacted the teaching and learning process. Active involvement in school life and engagement with the wider educational community allowed the trainee to strengthen their role within the institution. One of the key highlights was the development of a research project focusing on mental health, with the aim of exploring how Physical Education, when combined with mindfulness techniques, can contribute to improving students' mental and emotional well-being. During the internship, the trainee also worked directly with pupils with Special Educational Needs through inclusive Physical Education sessions, which proved to be a valuable and formative experience. The report concludes with a reflection on the personal and professional growth achieved through the internship. Over the academic year, the trainee consolidated their professional identity, developed a critical and reflective stance, and reinforced the belief that teaching is fundamentally a process of shaping conscious, active, and responsible citizens.