Significance of assessment experiences during initial teacher training in physical education
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Motriz (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1980-65742016000100062 |
Resumo: | Abstract This study investigates how students in the final semester of their teacher training program (licensure) at the Center of Physical Education and Sports (CEFD), Espírito Santo Federal University, Brazil, (re)interpret their assessment experiences, an integral component of their teacher training. It employs the narrative as a theoretical and methodological perspective, and it utilizes student portfolios, as well as focus groups and semi-structured individual interviews as inputs for data generation. Ten students in their eighth, or final, semester participated in this study. These were the total respondents to a "call for volunteers" among the 2014 graduating class. The results suggest that the students believe the assessment processes of their teaching practices in physical education are disjointed. They feel that the disciplines that allow them to review their own performance during teacher training are more efficient and play a stronger role in their education. |
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Motriz (Online) |
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Significance of assessment experiences during initial teacher training in physical educationassessmentphysical educationteacher trainingnarrativesAbstract This study investigates how students in the final semester of their teacher training program (licensure) at the Center of Physical Education and Sports (CEFD), Espírito Santo Federal University, Brazil, (re)interpret their assessment experiences, an integral component of their teacher training. It employs the narrative as a theoretical and methodological perspective, and it utilizes student portfolios, as well as focus groups and semi-structured individual interviews as inputs for data generation. Ten students in their eighth, or final, semester participated in this study. These were the total respondents to a "call for volunteers" among the 2014 graduating class. The results suggest that the students believe the assessment processes of their teaching practices in physical education are disjointed. They feel that the disciplines that allow them to review their own performance during teacher training are more efficient and play a stronger role in their education.Universidade Estadual Paulista2016-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1980-65742016000100062Motriz: Revista de Educação Física v.22 n.1 2016reponame:Motriz (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESP10.1590/S1980-6574201600010009info:eu-repo/semantics/openAccessSantos,Wagner dosMaximiano,Francine de LimaMatos,Juliana Martins CassaniMello,André da SilvaSchneider,OmarFerreira Neto,Amarílioeng2016-05-05T00:00:00Zoai:scielo:S1980-65742016000100062Revistahttp://www.periodicos.rc.biblioteca.unesp.br/index.php/motrizPUBhttps://old.scielo.br/oai/scielo-oai.phpmotriz@rc.unesp.br||mauerber@rc.unesp.br||azanesco@rc.unesp.br1980-65741415-9805opendoar:2022-11-08T16:30:25.053788Motriz (Online) - Universidade Estadual Paulista (UNESP)true |
dc.title.none.fl_str_mv |
Significance of assessment experiences during initial teacher training in physical education |
title |
Significance of assessment experiences during initial teacher training in physical education |
spellingShingle |
Significance of assessment experiences during initial teacher training in physical education Santos,Wagner dos assessment physical education teacher training narratives |
title_short |
Significance of assessment experiences during initial teacher training in physical education |
title_full |
Significance of assessment experiences during initial teacher training in physical education |
title_fullStr |
Significance of assessment experiences during initial teacher training in physical education |
title_full_unstemmed |
Significance of assessment experiences during initial teacher training in physical education |
title_sort |
Significance of assessment experiences during initial teacher training in physical education |
author |
Santos,Wagner dos |
author_facet |
Santos,Wagner dos Maximiano,Francine de Lima Matos,Juliana Martins Cassani Mello,André da Silva Schneider,Omar Ferreira Neto,Amarílio |
author_role |
author |
author2 |
Maximiano,Francine de Lima Matos,Juliana Martins Cassani Mello,André da Silva Schneider,Omar Ferreira Neto,Amarílio |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Santos,Wagner dos Maximiano,Francine de Lima Matos,Juliana Martins Cassani Mello,André da Silva Schneider,Omar Ferreira Neto,Amarílio |
dc.subject.por.fl_str_mv |
assessment physical education teacher training narratives |
topic |
assessment physical education teacher training narratives |
description |
Abstract This study investigates how students in the final semester of their teacher training program (licensure) at the Center of Physical Education and Sports (CEFD), Espírito Santo Federal University, Brazil, (re)interpret their assessment experiences, an integral component of their teacher training. It employs the narrative as a theoretical and methodological perspective, and it utilizes student portfolios, as well as focus groups and semi-structured individual interviews as inputs for data generation. Ten students in their eighth, or final, semester participated in this study. These were the total respondents to a "call for volunteers" among the 2014 graduating class. The results suggest that the students believe the assessment processes of their teaching practices in physical education are disjointed. They feel that the disciplines that allow them to review their own performance during teacher training are more efficient and play a stronger role in their education. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1980-65742016000100062 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1980-65742016000100062 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/S1980-6574201600010009 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade Estadual Paulista |
publisher.none.fl_str_mv |
Universidade Estadual Paulista |
dc.source.none.fl_str_mv |
Motriz: Revista de Educação Física v.22 n.1 2016 reponame:Motriz (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Motriz (Online) |
collection |
Motriz (Online) |
repository.name.fl_str_mv |
Motriz (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
motriz@rc.unesp.br||mauerber@rc.unesp.br||azanesco@rc.unesp.br |
_version_ |
1788170935115710464 |