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O presente relatório de estágio divide-se em duas partes. Na primeira, foi realizada uma
reflexão autobiográfica da atividade no ensino na área disciplinar de educação física, assim
como o meu desenvolvimento profissional durante estes vinte anos. Foi também refletida a
minha prática profissional no âmbito onde pretendo adquirir a profissionalização (3º ciclo e
secundário), conduzida no ano letivo 2022/2023, ao nível da observação e lecionação de aulas.
Deste modo, esta experiência pedagógica foi adquirida numa turma de 11º ano, do
Agrupamento de Escolas Nuno Álvares (AENA) – Castelo Branco, na Escola Secundária Nuno
Álvares (ESNA).
Na segunda parte, realizou-se um estudo de investigação em contexto escolar, com o objetivo
de comparar a aplicação de dois modelos de ensino, Modelo de Instrução Direta (MID) e
Modelo de Ensino dos Jogos para a Compreensão (TGfU) na lecionação de uma unidade
didática de voleibol. Os resultados obtidos permitiram concluir que a aplicação de
pressupostos do TGfU, especialmente a exercitação prevalente de situações de jogo
contextualizadas, permitiu melhorar o desempenho dos alunos nas variáveis de desempenho
consideradas.
This internship report is divided into two parts. In the first, an autobiographical reflection was carried out on my teaching activity in the subject area of physical education, as well as my professional development during these twenty years. My professional practice was also reflected in the scope where I intend to acquire professionalization (3rd cycle and secondary), conducted in the 2022/2023 academic year, in terms of observation and teaching classes. In this way, this pedagogical experience was acquired in an 11th year class, from the Nuno Álvares School Group (AENA) – Castelo Branco, at Escola Secundária Nuno Álvares (ESNA). In the second part, a research study was carried out in a school context, with the aim of comparing the application of two teaching models, Direct Instruction Models (DI) and the Games for Understanding Teaching Model (TGfU) in teaching a volleyball teaching unit. The results obtained allowed us to conclude that the application of TGfU assumptions, especially the prevalent exercise of contextualized game situations, allowed students' performance to be improved in the performance variables considered.
This internship report is divided into two parts. In the first, an autobiographical reflection was carried out on my teaching activity in the subject area of physical education, as well as my professional development during these twenty years. My professional practice was also reflected in the scope where I intend to acquire professionalization (3rd cycle and secondary), conducted in the 2022/2023 academic year, in terms of observation and teaching classes. In this way, this pedagogical experience was acquired in an 11th year class, from the Nuno Álvares School Group (AENA) – Castelo Branco, at Escola Secundária Nuno Álvares (ESNA). In the second part, a research study was carried out in a school context, with the aim of comparing the application of two teaching models, Direct Instruction Models (DI) and the Games for Understanding Teaching Model (TGfU) in teaching a volleyball teaching unit. The results obtained allowed us to conclude that the application of TGfU assumptions, especially the prevalent exercise of contextualized game situations, allowed students' performance to be improved in the performance variables considered.
Descrição
Palavras-chave
Educação Física (Ef) Jogos Desportivos Coletivos (Jdc) Modelo de Ensino dos Jogos para a Compreensão (Tgfu) Modelo de Instrução Direta (Mid) Voleibol