| Resumo: | I returned to the school that saw me grow up as a student, but now as a teacher of Physical Education. I confronted myself with functions and implications of what it is to be a Teacher, however in the context of a professional internship, within the course of "Professional Internship", inserted on the curriculum of the 2nd year of the Masters in Teaching Physical Education in Primary and Secondary levels, in the Sports College of the University of Porto. On the present Internship Report are illustrated, through critical reflection, all the experiences and learnings acquired on a school context, over a year that contributed to the development of my professional identity. The Internship Report is divided in seven chapters. The first chapter concerns the introduction, where is realized a short presentation about the developed work. In chapter 2: "Personal Background" I express my path to the decision of becoming a teacher, what it took me to choose that job and what were my expectations on the Professional Internship. I present a legal, institutional and functional context of the professional practice in the chapter 3 "Professional Background". In chapter 4: "Realization of the Professional Practice", I appeal to a critical reflection of my practical realization, in the process of teaching-learning. In this same chapter is presented a study about the importance and suitability of feedback in the motivation of the students to the Physical Education classes. It was verified that there weren't significant differences between the two a feedbacks analysed - prescriptive and questioning - in the influence for the students' motivation. In the 5th chapter are mentioned the relevant experiences in the school community. In chapter 6: "Professional Development" I make a retrospective of all my learning process. In chapter 7: "Final Considerations and Future Perspectives" is made a final balance about the learnings conquered through the year and what are my perspectives for the future as a Physical Education teacher.
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