Aprender a ensinar: reflexão sobre um percurso de formação em educação física

Abstract

The present document was developed as part of the Curricular Unit of Supervised Teaching Practice, which is included in the 2nd Cycle of Studies of the Master's Degree in Physical Education Teaching in Basic and Secondary Education at the Faculty of Sport of the University of Porto. This reflects the path taken by the stu-dent-trainee throughout the pedagogical internship, during an academic year. Through a critical reflection on the pedagogical practice developed, the experi-ences lived, the learning that was built, the difficulties encountered, the documents elaborated and the strategies implemented are described. More specifically, the report addresses the different phases of preparation of the guiding documents of pedagogical practice, the teaching of classes, the various teaching experiences with the assigned class and with other classes, the monitoring of School Sports and the relationship established with the other elements of the internship nucleus. It is intended, therefore, to highlight the evolution of professional and personal skills developed throughout the internship, as well as to deepen and clarify the vision of the role of the teacher. Throughout the school year, the main objective was to provide students with effective and meaningful teaching-learning experi-ences, which would allow them, in addition to acquiring and applying knowledge, to take an active and responsible role in their own learning process. In parallel with the work developed throughout the school year, an investigation was carried out with the objective of analyzing the relationship between the moti-vation presented by the students to perform a physical fitness exercise and the quality of its technical execution. For data collection and analysis, systematic ob-servation of the recordings of the execution of the selected exercise and the ap-plication of a questionnaire consisting of a multiple-choice question and an open-ended question were used. The results of the research suggest that the teacher should develop strategies that promote a balance between motivating activities and contexts that favor concentration and the technical demand necessary for a correct execution of the exercise.