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Abstract(s)
O presente documento surge como conclusão do Mestrado em Ensino da Educação Física
nos Ensinos Básico e Secundário, descrevendo e analisando as atividades realizadas no
contexto do estágio pedagógico e o trabalho de investigação realizado.
Na primeira secção do presente relatório de estágio descreve-se a prática pedagógica
desenvolvida ao longo do ano letivo 2019/2020. Por forma a contextualizar a prática
pedagógica relatada e analisada é caracterizado agrupamento e em particular a escola
onde se realiza o estágio pedagógico, assim como o Grupo de Educação Física e o
Professor Estagiário. A intervenção está subdividida em três áreas: na primeira área foi
abordada a intervenção pedagógica no processo de ensino-aprendizagem, descrevendo
todo o processo realizado desde a caracterização da turma e do meio escolar, objetivos
definidos para o nível de ensino, planeamento, avaliação e condução do processo do
ensino-aprendizagem; a segunda área descreve a participação do professor nas atividades
relativas ao desporto escolar assim como nas atividades da escola na quais foi
interveniente, terminando com uma breve reflexão; a terceira área aborda a relação do
professor estagiário com a comunidade. Conclui-se a secção com uma breve reflexão
crítica sobre a atividade docente baseada na análise das estratégias implementadas face
aos desafios que surgiram ao longo do ano letivo. Apurando, desta forma, a
responsabilidade do professor na condução do ensino a alunos que, independentemente
da sua aptidão física, têm direito a um professor reflexivo, criativo e com capacidade de
autoavaliação.
Na segunda secção do documento apresenta-se o trabalho de investigação que procura
estudar a motivação intrínseca e extrínseca na disciplina de Educação Física apurando as
diferenças entre o ensino regular e o ensino profissional. De uma forma geral, este estudo
permite concluir que os alunos do ensino profissional revelam maior motivação para a
prática da disciplina de Educação Física, ainda que, ambos os grupos valorizem os fatores
de motivação intrínseca.
The present document comes as a conclusion of the Master’s degree in Teaching of Physical Education in Basic and Secondary Schools, describing and analysing the activities carried out in the context of the pedagogical internship and the research work carried out. The first section of this internship report describes the pedagogical practice developed over the academic year 2019/2020. In order to contextualize the reported and analysed pedagogical practice, it is characterized grouping and in particular the school where the pedagogical internship takes place, as well as the Physical Education Group and the Trainee Teacher. The intervention is subdivided into three areas: in the first area, pedagogical intervention in the teaching-learning process was addressed, describing the entire process carried out since the characterization of the class and the school environment, objectives defined for the level of teaching, planning, evaluation and conducting the teaching-learning process; the second area describes the teacher's participation in activities related to school sports as well as in school activities in which he was involved, ending with a brief reflection; and, the third area addresses the relationship of the trainee teacher with the community. The section concludes with a brief critical reflection on the teaching activity based on the analysis of the strategies implemented in view of the challenges that have arisen during the academic year. Ascertaining, in this way, the teacher's responsibility in conducting teaching to students who, regardless of their physical aptitude, are entitled to a reflective, creative, and self-assessing teacher. The second section of the document presents the research work that seeks to study the intrinsic and extrinsic motivation in the discipline of Physical Education, investigating the differences between regular and professional education. In general, this study allows us to conclude that vocational education students show greater motivation to practice Physical Education, although both groups value the intrinsic motivation factors.
The present document comes as a conclusion of the Master’s degree in Teaching of Physical Education in Basic and Secondary Schools, describing and analysing the activities carried out in the context of the pedagogical internship and the research work carried out. The first section of this internship report describes the pedagogical practice developed over the academic year 2019/2020. In order to contextualize the reported and analysed pedagogical practice, it is characterized grouping and in particular the school where the pedagogical internship takes place, as well as the Physical Education Group and the Trainee Teacher. The intervention is subdivided into three areas: in the first area, pedagogical intervention in the teaching-learning process was addressed, describing the entire process carried out since the characterization of the class and the school environment, objectives defined for the level of teaching, planning, evaluation and conducting the teaching-learning process; the second area describes the teacher's participation in activities related to school sports as well as in school activities in which he was involved, ending with a brief reflection; and, the third area addresses the relationship of the trainee teacher with the community. The section concludes with a brief critical reflection on the teaching activity based on the analysis of the strategies implemented in view of the challenges that have arisen during the academic year. Ascertaining, in this way, the teacher's responsibility in conducting teaching to students who, regardless of their physical aptitude, are entitled to a reflective, creative, and self-assessing teacher. The second section of the document presents the research work that seeks to study the intrinsic and extrinsic motivation in the discipline of Physical Education, investigating the differences between regular and professional education. In general, this study allows us to conclude that vocational education students show greater motivation to practice Physical Education, although both groups value the intrinsic motivation factors.
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Keywords
Educação Física Estágio Pedagógico Intervenção Pedagógica Motivação