Aprender a ser professora de Educação Física: um olhar sobre as práticas pedagógicas, o desenvolvimento e a autonomia dos alunos

Abstract

This school practicum report is part of the Supervised Teaching Practice within the Master's Degree in Physical Education Teaching in Faculty of Sport of University of Porto and aims to critically reflect on the pedagogical intervention developed, linking practice to its underlying theoretical framework. The intervention focused primarily on a 10th-grade class, characterized by a predominantly female composition, positive levels of engagement in physical activity, and considerable diversity in terms of motor experiences, practice levels, and physical conditions. Throughout the school practicum, the main dimensions of teaching practice were addressed, namely planning, instruction, assessment of learning, and systematic reflection on the preservice teacher´s pedagogical action. The pedagogical practice was guided by a pedagogical approach focused on promoting meaningful learning, highlighting the importance of game-based learning using modified and adapted tasks, as well as the integration of digital technologies as a complement to instructional quality and content delivery. At the same time, emphasis was placed on students' active involvement in the learning process, promoting autonomy, cooperation, and their participation in knowledge construction, in line with the adopted pedagogical models. Task organization and class management played a central role in fostering dynamic and participatory learning environments. In addition, involvement in school activities contributed to the preservice teacher´s professional development and a deeper understanding of the educational context. The report also includes a research study focusing on the role of competition in an Athletics unit based on the Sport Education Model, examining its impact on students' motivation and the satisfaction of basic psychological needs. In conclusion, the internship represented a demanding and progressive learning process, marked by continuous adaptation to students' characteristics, the articulation between theory and practice, and the development of a reflective teaching identity oriented toward students' holistic development.