Estágio profissional: A confirmação da indubitável paixão de uma professora-estagiária pelo ensino da Educação Física

• Autor(a) principal: Ana Catarina Nunes Pinto
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/130689
• topic: Ciências da educação; Educational sciences

The professional internship offers the trainee student the possibility of experiencing, in a sustained way (by a cooperating teacher and an advisor), the experience of being a teacher during an academic year. The challenge of swapping from student to teacher, the complexity of promoting student learning in handball, the objection of applying student-centered teaching models and strategies that imply mutual help and healthy competition in a class with relational problems and the needing of change the entire education system due to a pandemic were three of the major challenges experienced during this trip. The decision to face the beginning of this experience in a more distant and authoritarian way in relation to the students, served the purpose of not running the risk of confusing roles (teacher / student). The constant and in-depth reflection, the creation of learning situations closer to the game situation and the real adaptation of these, to the students' learning needs were strategies used in order to overcome the difficulty of inciting the evolution of their performance. The use of the Cooperative Learning Model (CL) aimed to relieve the relationship problems between students in the class. And, getting to know the new system, getting involved in the spirit of adaptation, focusing on keeping close to the students and, essentially, providing them with an effective learning period, became my main focuses during the social confinement, which it was necessary to continue what would be a face-to-face process. This Internship Report (IR) is organized in four parts: personal and institutional contextualization, professional practice and participation in the school and relationship with the school community. In each of them there is a concern to justify my practice and ideologies with the theory.