Aprender a ser professor: de aluno, a estudante, a professor

• Autor(a) principal: Carlos Filipe Sá Rebelo
• 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/10216/130825
• topic: Ciências da educação; Educational sciences

The school placement represents itself as a memorable moment in the making of a teacher, constituting a connection between two cycles that, although different, revert to the same goal, to form a Teacher (in this case a Physical Education Teacher) (the author) with competence to contribute to make a fair and equitable society. This document seeks to report the process lived, namely the concepts rebuilt and meaningful learnings, in a school from Aveiro near Oporto. It was a journey guided by strong feelings with positive and negative charge. In fact, throughout the process a mixture of emotions emerged, marked not only by the anticipated longing for the end of academic life, but also by the enormous desire to start a new cycle where I could apply the knowledge and skills acquired along my academic path. The cycle of planning, implementation and reflection of the teaching-learning process should be highlighted, which is stated as a pillar for the growth of the quality of performance of teaching practice, complemented by a study focused on the perceptions of students and the teacher about the influence of teaching methodologies used in the students'. The data allowed us to understand which strategies motivated most the students and made the learnings more meaningful. The school placement revealed itself as an experimentation context, where it was possible to apply and adapt the knowledge acquired during the previous training education to the real teaching practice. The process was not without mistakes and defeats, but also by conquests, victories and, above all, from learnings.