APRENDIZAGENS E ADAPTAÇÕES DE UM ESTUDANTE ESTAGIÁRIO À REALIDADE DOS DIFERENTES CICLOS DE ENSINO

• Autor(a) principal: João Pedro Vilas Boas Araújo
• 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/10216/131284
• topic: Ciências da educação; Educational sciences

This practicum report is part of the Curricular Unit of the school placement, which is part of the plan of the 2nd cycle of studies leading to the degree of Master in Physical Education Teaching in Basic and Secondary Education at the Faculty of Sports of the University of Porto. This document aims to illustrate the path taken by a preservice teacher (the author) throughout the academic year 2019/2020, in a school in Porto region, where he was integrated in an practicum group composed of three preservice teachers, two supervisors (Cooperating teacher and Guiding Professor) and an PhD student. The school placement year materializes the first contact that the preservice teacher has with his future field of work, revealing, therefore, to be the most important of the academic training of future teachers. It is extremely important that the teacher carry out reflection work to improve their practices, seeking to develop in the student the acquisition of important values and principles, based on the Profile, conveyed by the Ministry of Education, when leaving compulsory schooling. The skills to be developed cover different areas: language, texts, information, communication, critical thinking, creative thinking, reasoning, problem solving, scientific knowledge, technical knowledge, technological knowledge, interpersonal relationships, personal development, autonomy, well-being, sensitivity aesthetics, artistic sensitivity, awareness and mastery of the body. In this regard, the main objective of schools is to form autonomous and responsible citizens, through innovative models, which promote questioning and reflection, because information is what they transmit to us and knowledge only comes from the critical reflection of that information (Fontana & Fávero, 2013). In the Physical Education classes of the 8th grade, a study was carried out, in which a program of physical fitness circuits was implemented, in order to verify their effects on students, namely in terms of strength, speed and aerobic fitness components. The great difficulty of this study was to motivate the students to carry out the circuits and to control, simultaneously, the technical execution of the whole class period, using the Fitescola test battery. Culminating the work done, will be presented the changes in conceptions and expectations, as for the future as a teacher.