Aprender a Ensinar em Educação Física: um estágio profissional transformativo

Abstract

This academic report describes my journey during the Professional School Placement, integrated into the second year of the Master's Degree in Physical Education Teaching in Primary and Secondary Education, at the Faculty of Sport of the University of Porto, FADEUP. This stage represented a decisive moment of personal and academic growth. The document reflects the process of building my professional identity as a trainee teacher, bringing together my experiences from one school year. It highlights the main difficulties I faced, the strategies developed to overcome them, and the pedagogical tools applied, always with the aim of responding effectively to the needs of the students. In the initial phase, I present the personal and institutional context, describing the path that preceded my admission to the master's program, the expectations that marked the beginning of this experience, and the characteristics of the cooperating school. Next, in Area 1, the focus is on the development of pedagogical practice, addressing the management and organization of the teaching-learning process. This includes conceptions, planning, implementation, assessment, observation, and reflection, which were fundamental to creating inclusive and student-centered learning environments. In Area 2, highlights participation in extracurricular activities, which proved to be essential for integration into the school community. Finally, in Area 3, I present the research developed around the application of student-centred teaching models and their impact on social cohesion and task cohesion among students. This study proved essential for deepening the understanding of the teaching-learning process in Physical Education and for reinforcing pedagogical practices that promote collaboration, inclusion, and active student engagement. Finally, in the conclusion, I present a summary of the path taken, highlighting the most significant experiences and the factors that contributed to the consolidation of a critical, conscious and constantly evolving professional identity.