A transformação de um "Senpai em Sensei" no percurso para a docência em Educação Física

• Autor(a) principal: Jaime Filipe Lima Oliveira Dias
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/155823
• topic: Ciências da educação; Educational sciences

This document "The transformation of a "Senpai into Sensei" on the path to teaching in Physical Education" was prepared by a student-intern (the author) and encompasses his journey in the year of supervised practice. The document intends to demonstrate their experiences in this practice, what changed throughout it, what improved, where it did not go well and, mainly, whether it fulfilled the objectives inherent to the professional teaching practice. The internship was carried out at a College, located in the Municipality of Vila Nova de Gaia, in secondary education (two 10th year classes) and basic education (2nd cycle, in a 5th year class shared with another teacher). Initially, supervised teaching was carried out in 10th grade classes, with the author experiencing some difficulties resulting from being only used to teaching younger age groups. However, He quickly fell into what was intended and the classes began to be more dynamic after overcoming the initial nervousness. Following the motto reiterated by the cooperating teacher that "making mistakes is a part of it, we must always try to improve", the author always viewed mistakes as a lesson and an opportunity to improve his practices. The author noticed a great evolution in terms of planning and carrying out teaching, as a result of trying to improve, to become a better teacher and person every day. The research study focused on cooperative learning in teaching acrobatic gymnastics to respond to the diversity of students, ensuring equal opportunities, participation and learning for all. The results showed that the experience of learning with colleagues and in groups facilitates learning the teaching subject, increases levels of motivation and confidence among peers and makes students more autonomous. Finally It is important to emphasize that the margins of freedom in methodologies centered on student allow them to be agents in the construction of knowledge and of learning.