A força que move: Experiências e aprendizagens de uma estudante estagiária no ensino da Educação Física

Abstract

The present practicum report documents the process of professional and personal development experienced throughout the Professional Practicum, undertaken within the Master's Degree in Physical Education Teaching in Basic and Secondary Education at the Faculty of Sport of the University of Porto. The Supervised Teaching Practice (STP) took place at Escola Secundária Francisco de Holanda, within a distinctive organisational arrangement: rather than each preservice teacher being assigned a fixed class, the Student Teacher Group shared three 11th-grade classes on a weekly rotational basis, the Rotational Teaching Practice Model (RTPM), which demanded intense and systematic collaboration among the four group members. Throughout the academic year, progressive development was evident, reflected in the acquisition of pedagogical competencies and the construction of a practice increasingly tailored to students' needs. This report documents the planning process, the management of pedagogical constraints and the strategies implemented to address them, the pedagogical models adopted and the integration of digital technologies, which proved relevant in promoting student engagement and motivation. The importance of assessment and the reflective process are equally emphasised, as both evolved into systematic and indispensable tools for decisionmaking. The value of participating in school and community activities is also highlighted, as these contributed to a broader understanding of the teaching profession. The distinctive nature of the RTPM prompted the development of a qualitative research project focused on analysing the Community of Practice formed within the Student Teacher Group, whose findings evidenced the progressive development of the dimensions of mutual engagement, joint enterprise and shared repertoire, culminating in the construction of a collective identity that transcended the functional dimension of teamwork. In summary, this practicum year proved to be an intense and unforgettable learning experience, which laid the foundations for a reflective, collaborative and student-centred teaching practice.