Do Treino ao ensino no estágio profissional: sobre a construção de uma conceção e de uma prática pedagógica centrada no aluno

Abstract

Within the scope of the Professional Practicum of the Master's in Teaching Physical Education in Basic and Secondary Education at the Faculty of Sport of the University of Porto, this report seeks to understand how teaching identity is constructed by someone who arrives at teaching from coaching. This construction is examined considering the concept of professional learning, understood as a situated, continuous and everyday process, sustained by practice, reflection, supervision and collaboration within a professional community. Trained as a coach, I began the practicum with a performancecentred logic, only to be confronted with the heterogeneity of the Physical Education class. This confrontation demanded a decentring from performance and a reorganisation of my pedagogical perspective, leading me to think about teaching from the student, from their needs and from the learning task. This transformation ran through the three areas of the Professional Practicum: (i) the organisation and management of teaching, marked by the use of pedagogical models and the intentional modification of tasks; (ii) participation in the educational community, with particular emphasis on Orienteering within School Sport; and (iii) the professional development study, centred on students' perceptions of modified tasks in a volleyball teaching unit. The study, qualitative in nature, involved 61 students and drew on interviews with 12 students, a field diary and reflexive thematic analysis, anchored in the concept of pedagogical scaffolding. The findings suggest that task modification fostered continuity of play, contact with the ball and more balanced participation, particularly among students with greater difficulties. However, they also revealed tensions, such as reduced challenge for the more competent students and an excessive use of facilitating rules. The practicum consolidated a conception of Physical Education centred on the student, on inclusion and on the intentional adaptation of tasks. Supervised Teaching Practice thus proved to be a process of professional learning and personal transformation, in which the values of work, rigour and effort were reinterpreted in the service of everyone's learning.