A Simbiose Mutualista Professor-Aluno

Abstract

This document, carried out within the scope of the Master's Degree in Teaching Physical Education in Basic and Secondary Education, at the Faculty of Sport of the University of Porto, presents the path developed throughout the School Placement, an essential stage in initial teacher education. The report aims to reflect on the experiences lived, the learning achieved, and the skills developed in the different areas of intervention: pedagogical practice, participation in school life, and professional development. The School Placement took place in a secondary school in the district of Porto, where it was possible to assume teaching responsibilities in terms of planning, conducting, and assessing teaching, always seeking to promote students' active participation, inclusion, and the development of healthy lifestyle habits. Simultaneously, a study was carried out on students' perceptions of the feedback provided by the Physical Education teacher and its influence on learning and motivation, through lesson observation with audio recording and a focus group interview. The results highlighted the importance of regular, adjusted, and encouraging feedback, capable of increasing students' engagement and facilitating performance improvement. Throughout the year, there was a consistent evolution in pedagogical intervention, moving from more directive strategies to approaches that valued student autonomy, group work, and the adaptation of tasks to individual characteristics. In addition to teaching, participation in the activities of the Physical Education department and the school contributed to a more complete and realistic understanding of the teaching profession. The was a decisive experience in my educational journey, allowing me to consolidate pedagogical, relational, organisational, and reflective skills, which are fundamental for the future practice of the profession, while reinforcing the importance of Physical Education as a key area in the holistic development of students.