Onde o sonho começa! A construção da identidade profissional de uma docente de Educação Física

Abstract

This School Placement Report stems from an experience that goes beyond mere teaching practice, representing a significant transition from being a student to developing a professional identity as a Physical Education teacher. Developed within the scope of the School Placement component of the Master's Degree in Teaching Physical Education in Basic and Secondary Education, it reflects the journey undertaken during the Supervised Teaching Practice in a cooperating school in the city of Porto. The pedagogical intervention took place in two distinct secondary education contexts: one regular course class, within the subject of Physical Education, and one vocational course class, within the subject of Physical and Sports Activities Practice. The diversity of students' profiles, motivations and interests represented one of the main challenges, requiring continuous adaptation of teaching strategies. While the regular course class stood out for its commitment and engagement, the vocational course class presented greater challenges in terms of motivation, contributing to the development of classroom management, communication and differentiated teaching skills. Alongside the pedagogical practice, an educational research component was also developed, focusing on the impact of different teaching methodologies on students' motivation and learning perceptions. Beyond the classroom, integration into the school community, participation in meetings, and involvement in activities such as field trips and sports events allowed for a broader understanding of the teacher's role and school dynamics. These experiences proved essential for strengthening the pedagogical relationship with students and promoting more meaningful learning. Throughout this process, direct contact with the reality of teaching enabled the development of key professional competences, such as adaptability, decision-making and critical reflection. Overall, the Supervised Teaching Practice was a transformative experience, contributing significantly to the development of a more conscious, reflective and context-responsive teaching practice.