Ensinar também é aprender: reflexões de uma professora em formação

Abstract

This report represents the experiences, challenges, and learning processes developed throughout teaching practice in a school context, highlighting the main transformations associated with the construction of professional identity. The experience provided direct contact with the reality of teaching, making it possible to understand the complexity of the teacher's role, not only in lesson delivery, but also in planning, adapting teaching to student's characteristics, participating in school life, and building relationships within the educational community. Throughout this journey, the intervention took place in different contexts, including both practical and theoretical lessons, which required adaptability, careful preparation, and constant reflection on practice. This process contributed clearly to professional development by strengthening skills related to planning, group management, pedagogical decision-making, and the construction of a more confident and conscious teaching approach, better adjusted to the real demands of the profession. At the same time, the experience highlighted the value of the pedagogical relationship and of creating positive learning environments in which students feel involved, respected, and motivated to participate. The closeness established with the classes, as well as the participation in school activities beyond the formal lesson setting, showed that student's learning is enhanced when teaching is built with intention, sensitivity to context, and attention to their needs and ways of engaging. More than describing a journey, this report reflects a process of personal and professional growth, marked by discovery, challenge, and reflection. Its reading allows an understanding of how school-based experience contributed to the development of a broader, more human, and more conscious view of teaching, giving meaning to the process of becoming a teacher.