Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462

Detalhes bibliográficos
Autor(a) principal: Marcon, Daniel
Data de Publicação: 2012
Outros Autores: Graça, Amândio Braga dos Santos, Nascimento, Juarez Vieira do
Tipo de documento: Artigo
Idioma: por
Título da fonte: Journal of Physical Education (Maringá)
Texto Completo: https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/12462
Resumo: Literature suggests that pedagogical content knowledge (PCK) of prospective Physical Education teachers is constructed, among other formative strategies, through pedagogical practices (PPs). In this regard, this essay sought to reflect on the role played by the PPs on the construction of PCK, as well as the role played by teacher educators to implement and manage the PPs. It was found the centrality of PCK and the importance of carrying out teaching for the formation of prospective teachers; the need for insertion of different PPs in the pre-service formation; the function of PPs in revealing future teachers’ knowledge base; the relevance of teacher educators’ participation in the intermediation among course pedagogical project, pre-service teachers’ knowledge base and PPs; and the need for constructing formation programs in this direction. These elements compose the scenery of PPs in programs of initial formation of Physical Education teachers and enable the construction of the PCK of future teachers.
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spelling Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462Práticas pedagógicas como cenário para a construção do conhecimento pedagógico do conteúdo dos futuros professores de Educação Física - doi: 10.4025/reveducfis.v23i2.12462Formation of teachersTeachingKnowledge base.Physical educationTeaching.Formação de professoresDocênciaBase de conhecimentos.Educação FísicaLiterature suggests that pedagogical content knowledge (PCK) of prospective Physical Education teachers is constructed, among other formative strategies, through pedagogical practices (PPs). In this regard, this essay sought to reflect on the role played by the PPs on the construction of PCK, as well as the role played by teacher educators to implement and manage the PPs. It was found the centrality of PCK and the importance of carrying out teaching for the formation of prospective teachers; the need for insertion of different PPs in the pre-service formation; the function of PPs in revealing future teachers’ knowledge base; the relevance of teacher educators’ participation in the intermediation among course pedagogical project, pre-service teachers’ knowledge base and PPs; and the need for constructing formation programs in this direction. These elements compose the scenery of PPs in programs of initial formation of Physical Education teachers and enable the construction of the PCK of future teachers. A literatura sugere que o conhecimento pedagógico do conteúdo (CPC) dos futuros professores de Educação Física seja construído, entre outras estratégias formativas, por intermédio das práticas pedagógicas (PPs). Neste sentido, este ensaio buscou refletir sobre o papel desempenhado pelas PPs no sentido da construção do CPC e pelos professores formadores para implementá-las e geri-las. Também verificou as seguintes questões: a centralidade do CPC e a importância do exercício da docência na formação dos futuros professores; a necessidade de inserção de diferentes PPs na formação inicial; a função das PPs de desvendar a base de conhecimentos dos futuros professores; a relevância da participação dos professores formadores na intermediação entre projeto pedagógico do curso, base de conhecimentos dos futuros professores e PPs; e a necessidade de arquitetar os programas de formação nessa direção. Esses elementos compõem o cenário das PPs nos programas de formação inicial de professores de Educação Física e viabilizam a construção do CPC dos futuros professores.Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil2012-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionReview of literatureArtigo de revisãoapplication/pdfhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/12462Journal of Physical Education; Vol 23 No 2 (2012); 295-306Journal of Physical Education; Vol. 23 Núm. 2 (2012); 295-306Journal of Physical Education; v. 23 n. 2 (2012); 295-3062448-2455reponame:Journal of Physical Education (Maringá)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/12462/9704Marcon, DanielGraça, Amândio Braga dos SantosNascimento, Juarez Vieira doinfo:eu-repo/semantics/openAccess2023-01-10T15:38:06Zoai:periodicos.uem.br/ojs:article/12462Revistahttp://periodicos.uem.br/ojs/index.php/RevEducFis/indexPUBhttps://old.scielo.br/oai/scielo-oai.php||revdef@uem.br2448-24552448-2455opendoar:2023-01-10T15:38:06Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
Práticas pedagógicas como cenário para a construção do conhecimento pedagógico do conteúdo dos futuros professores de Educação Física - doi: 10.4025/reveducfis.v23i2.12462
title Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
spellingShingle Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
Marcon, Daniel
Formation of teachers
Teaching
Knowledge base.
Physical education
Teaching.
Formação de professores
Docência
Base de conhecimentos.
Educação Física
title_short Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
title_full Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
title_fullStr Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
title_full_unstemmed Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
title_sort Pedagogical practices as scenery for the construction of pedagogical content knowledge of prospective physical education teachers - doi: 10.4025/reveducfis.v23i2.12462
author Marcon, Daniel
author_facet Marcon, Daniel
Graça, Amândio Braga dos Santos
Nascimento, Juarez Vieira do
author_role author
author2 Graça, Amândio Braga dos Santos
Nascimento, Juarez Vieira do
author2_role author
author
dc.contributor.author.fl_str_mv Marcon, Daniel
Graça, Amândio Braga dos Santos
Nascimento, Juarez Vieira do
dc.subject.por.fl_str_mv Formation of teachers
Teaching
Knowledge base.
Physical education
Teaching.
Formação de professores
Docência
Base de conhecimentos.
Educação Física
topic Formation of teachers
Teaching
Knowledge base.
Physical education
Teaching.
Formação de professores
Docência
Base de conhecimentos.
Educação Física
description Literature suggests that pedagogical content knowledge (PCK) of prospective Physical Education teachers is constructed, among other formative strategies, through pedagogical practices (PPs). In this regard, this essay sought to reflect on the role played by the PPs on the construction of PCK, as well as the role played by teacher educators to implement and manage the PPs. It was found the centrality of PCK and the importance of carrying out teaching for the formation of prospective teachers; the need for insertion of different PPs in the pre-service formation; the function of PPs in revealing future teachers’ knowledge base; the relevance of teacher educators’ participation in the intermediation among course pedagogical project, pre-service teachers’ knowledge base and PPs; and the need for constructing formation programs in this direction. These elements compose the scenery of PPs in programs of initial formation of Physical Education teachers and enable the construction of the PCK of future teachers.
publishDate 2012
dc.date.none.fl_str_mv 2012-07-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Review of literature
Artigo de revisão
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/12462
url https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/12462
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/12462/9704
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil
publisher.none.fl_str_mv Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil
dc.source.none.fl_str_mv Journal of Physical Education; Vol 23 No 2 (2012); 295-306
Journal of Physical Education; Vol. 23 Núm. 2 (2012); 295-306
Journal of Physical Education; v. 23 n. 2 (2012); 295-306
2448-2455
reponame:Journal of Physical Education (Maringá)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Journal of Physical Education (Maringá)
collection Journal of Physical Education (Maringá)
repository.name.fl_str_mv Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv ||revdef@uem.br
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