TEACHING-LEARNING ENVIRONMENT IN UNIVERSITY INITIAL EDUCATION

• Autor(a) principal: Cardoso, Allana Alexandre
• Data de Publicação: 2020
• Outros Autores: Ciampolini, Vitor, Silva, Jaqueline da, Salles, William das Neves, Moura, William Alexander Marchetti, Nascimento, Juarez Vieira do
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/1624
• topic: Ambiente Percebido; Formação Inicial.; Estudantes.; Educação Física.; Physical education; Perceived environment; Academic formation; Students

The objective was to analyze the perceptions of university students of Physical Education, at different levels of progression in the course, about the teaching-learning environment in the initial formation. A total of 273 students (bachelor n=150; pre-service teachers n=123) of the Physical Education, from a public university in Santa Catarina state, Brazil, responded to the adapted version of the Initial Formation Perceived Environment Assessment Questionnaire in Physical Education. The Chi-square test was used to analyze the associations between the level of student progression in the courses and their perceptions about the initial training environment. The results indicated the predominant use of classes/practical experiences and written theoretical assessments as teaching-learning strategies, especially in the early stages. The infrequent observation experiences, and learning through practice or observation was the role assumed, especially evidenced in the final semesters. Although students perceived their level of participation as being mostly active, they indicated that professors are primarily responsible for making decisions. We concluded that the initial formation in Physical Education in the investigated university needs to reconsider certain teaching-learning practices to increase student involvement and responsibility for the training process itself.