O Professor Que Entrou Para Ensinar, Mas Que Também Aprendeu: A Construção da Identidade Docente no Estágio Profissional

Abstract

This School Placement Report was produced as part of the Master's Degree in Physical Education Teaching in Primary and Secondary Education at the Faculty of Sport, University of Porto, and reflects the training undertaken during the teaching placement. The main aim of the report is to critically analyse the experiences gained, highlighting the process of developing a professional teaching identity through the integration of theoretical knowledge, research and teaching practice. Throughout the document, the different dimensions of the teaching placement are addressed, namely the personal, professional and research dimensions, with particular emphasis on the evolution of teaching concepts, planning, pedagogical intervention, assessment of learning and participation in activities within the educational community. The teaching practice adopted prioritised a student-centred approach, utilising pedagogical models such as the Cooperative Learning Model, with the aim of promoting autonomy, inclusion, cooperation and the active participation of students in Physical Education lessons. In the research component, a study was conducted to analyse the impact of applying the Direct Instruction Model and the Cooperative Learning Model on pupils' perception of group cohesion in a Physical Education context. The results showed an improvement in the overall perception of group cohesion following the implementation of the Cooperative Learning Model, particularly in the dimension of Task Cohesion, suggesting that this pedagogical model promotes collaborative work, commitment to common goals and interaction amongst pupils. The experience enabled the development of skills in classroom management, adapting to the characteristics of different teaching contexts, building positive pedagogical relationships, and reflective capacity as a fundamental tool for the continuous improvement of teaching practice. At the same time, participation in School Sports activities, extracurricular projects and teaching experiences across different stages of schooling contributed to a broader understanding of the role of the Physical Education teacher in school. It can be concluded that the teaching placement was a pivotal moment in my personal and professional development, enabling me to consolidate pedagogical skills, strengthen my identity as a teacher and reinforce the conviction that student-centred Physical Education, underpinned by reflection and research, can contribute significantly to pupils' motor, cognitive, social and personal development