Do treino à docência: um percurso de (des)construção profissional

Abstract

The Professional Internship represents the final stage of the Master's Degree in Physical Education Teaching in Primary and Secondary Education at the Faculty of Sport of the University of Porto. It constitutes a privileged context for integrating theoretical knowledge, pedagogical practice, and professional development. This experience marked a decisive stage in my academic journey, characterized by the progressive (re)construction of my professional identity as a teacher. My pedagogical intervention was grounded in a student-centred approach to teaching, promoting students' active participation, autonomy, responsibility, and the meaningful construction of learning. To achieve this, I implemented different pedagogical models and instructional approaches as guiding frameworks for my teaching practice. This report presents a professional journey characterized by continuous observation, reflection, and adaptation of pedagogical practice. The experiences gained across different teaching contexts enabled me to recognize the importance of adapting instructional strategies, learning tasks, and organisational structures to students' characteristics and the specific demands of each educational context. This process contributed to the development of competencies related to planning, instruction, assessment, and the management of learning. In parallel, a qualitative study was conducted to explore the pedagogical experiences of pre-service physical education teachers during the implementation of a pedagogical programme based on the modification of learning tasks in volleyball teaching. The study sought to understand the pedagogical strategies adopted, the challenges experienced by the participants, and the educational benefits associated with adapting learning tasks. The findings highlighted the importance of this approach in promoting students' participation, game understanding, and inclusion, while also contributing to the professional development of future teachers. Overall, this report reflects a process of personal and professional transformation, characterized by critical reflection on practice and the continuous pursuit of teaching strategies capable of fostering more meaningful, inclusive, and contextually responsive learning experiences.