Da prática à construção da identidade docente: uma caminhada profissional

Abstract

This School Placement Report is part of the School Placement course unit of the Master's Degree in Physical Education Teaching in Basic and Secondary Education at the Faculty of Sport, University of Porto. The document provides a critical and transversal analysis of my professionalization journey, mapping the different dimensions that shaped the construction of my teaching identity throughout the school year. Initially, it proceeds to the framework and characterization of the school context and the student group at the host school, defining the stage for the intervention. On a personal level, it explores my professional metamorphosis, analyzing the transition from an initial centralized and directive teaching model, motivated by the natural insecurity of the beginning of the career, toward a stance characterized by relational sensitivity and didactic flexibility. In the professional and institutional dimension, the curricular choices, planning, teaching tasks, and assessment instruments applied across the various teaching units are detailed, extending to integration into the school community through curricular articulation activities. The investigative dimension materialized through action research focused on the peer tutoring model, implemented over a block of five consecutive teaching sessions in Basketball and Volleyball, involving twelve students (n=12). A mixed-methods design with pre- and post-intervention assessment was adopted, utilizing the Perceived Locus of Causality Questionnaire and the Basic Psychological Needs in Exercise Scale, complemented by a focus group and the teacher's reflective logbook. Quantitative results demonstrated a significant and homogeneous increase in the satisfaction of the need for Relatedness (average of 4.2), while Autonomy and Competence recorded fluctuations, with a temporary crisis in the tutored students' perceived proficiency (drop from 3.5 to 2.8). Data triangulation revealed that these fluctuations were dictated by real-world contingencies, such as the initial passive resistance in Basketball and the success of the intimate, personalized training environment generated by massive absenteeism in Volleyball. In conclusion, this journey validated the articulation between theory and practice, consolidating a reflective teaching identity and highlighting Physical Education as a living laboratory for citizenship, inclusion, and shared responsibility.