Autonomia Estruturada e Envolvimento dos Alunos em Educação Física

Abstract

This document describes the journey undertaken by the author throughout the academic year as a student teacher at Barcelos Secondary School, as part of the second year of the Master's degree in Physical Education Teaching in Basic and Secondary Education at the Faculty of Sports of the University of Porto. The preservice teacher was integrated into the professional context of teaching for the first time, having the opportunity to put into practice various pedagogical dimensions. The internship group consisted of three student teachers, a cooperating teacher from the target school, and a supervising professor from the university. The report aims to describe, analyze, and reflect on the path taken by the student teacher throughout the academic year and how he developed the various skills inherent to the teaching profession. The document is structured in eight chapters that provide context to the pedagogical practice and address crucial themes related to the teacher's professional identity. In the first chapter, the author presents the general framework of the work developed during the internship. The second chapter describes the author's journey before starting the internship, as well as his expectations regarding this experience before joining it. Among other things, the author presents his vision of Physical Education, what it means to be a teacher in this area, the necessary characteristics inherent to the role, the different teaching models used, the characterization of the assigned class, the moments of reflection after each pedagogical intervention, among other relevant matters. The seventh chapter deals mainly with the action-research study carried out in the class assigned to the intern, with the purpose of improving the level of autonomy and commitment of the students during learning tasks. This part also addresses the techniques used, the results, and the respective conclusions. Finally, in the eighth