O caminho trilhado por um estudante estagiário na sua construção pessoal e profissional

• Autor(a) principal: Bruno Manuel Rocha Pinto
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
• Texto Completo: https://hdl.handle.net/10216/146971
• topic: Ciências da educação; Educational sciences

The production of this report follows the placement of this student-trainee in the professional internship within the scope of the Master's Degree in Physical Education in Basic and Secondary Education, held at the Faculty of Sport of the University of Porto. The main objective is to give the teacher, during their initial training, authentic experiences of the teaching process, through a supervised and guided practice through the real experience of being a teacher. The internship nucleus was built by me and three other trainee teachers, by the cooperating teacher and by the advisor teacher. The trainee teacher seeks, in this document, to reflectively present how he worked to achieve his objectives, the experiences during the internship, the learning acquired, the difficulties as well as the strategies used to combat these same difficulties, in the search for the maximization of his professional development. So, in the 1st period, I present the constraints imposed by covid19, by a search for the creation of a safe environment for the PE to apply its conception with the objective of stimulating learning based on a positive environment for the teaching-learning process. In the 2nd period, understand and improve the way the explanation, demonstration and transmission of feedback is done, seeking to maximize the teaching-learning process. Lastly, in the 3rd period, how did you smooth out issues related to the importance of mastering the content combined with pedagogical feedback, always focusing on the student, always with the aim of maximizing the student's performance. In this sense, it carried out the study that seeks to analyze the Specialized Content Knowledge through the construction and analysis of content maps, which are based on classifying and quantifying the tasks to be taught throughout a UD, using a formula to perceive through a value of reference if the tasks that the NP used, place him with a teacher in training or a specialized teacher.