Aprender a ser professor: para um ensino em Educação Física centrado no aluno

Abstract

This Internship Report presents the professional journey undertaken throughout the Supervised Teaching Practice, highlighting a continuous process of learning, reflection, and professional development as a prospective Physical Education teacher. Grounded in a student-centred conception of teaching, the report demonstrates how the integration of curriculum, planning, assessment, pedagogical models, and digital technologies contributed to the development of a more responsive, inclusive, and student-oriented pedagogical practice. The pedagogical intervention emphasised the purposeful use of different pedagogical models, selected according to the educational objectives and the characteristics of each class, viewing them as tools to enhance learning rather than as ends in themselves. At the same time, the adoption of differentiated instructional strategies, the emphasis on formative assessment, and the integration of digital technologies sought to foster students' active participation, promote autonomy, enhance the quality of learning, and strengthen their engagement in Physical Education lessons. The report also highlights the importance of critical reflection on the decisions made throughout the internship, demonstrating how lesson planning, teaching practices, and assessment processes were continuously refined in response to evidence gathered from practice. In addition, it presents a research study conducted within the context of Physical Education, whose findings contributed to a deeper understanding of a relevant aspect of pedagogical practice and further explored students' perspectives on participating in Physical Education lessons taught through the Rotational Model of Pedagogical Practice (RMPP) (see Section 6), characterised by a shared teaching approach rather than one based exclusively on a single resident class. In summary, this internship constituted a decisive experience in consolidating the professional, pedagogical, and reflective competences required for the teaching profession. It contributed to the development of a professional identity guided by evidence-informed, critical, and reflective practice, committed to promoting meaningful learning experiences and the holistic development of students.