Preocupa??es pedag?gicas e desenvolvimento profissional em Educa??o F?sica: passo ou descompasso?

• Autor(a) principal: Costa, Bruno de Oliveira
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/2510
• topic: desenvolvimento profissional; preocupa??es pedag?gicas; educa??o f?sica; professional development; pedagogical concerns; physical education; Educa??o

Thought and action are the result of interactions and professional experiences along teachers? careers. The knowledge and skills of teachers towards teaching context lead to different levels of concerns. The objective of this study was to investigate the relationship between pedagogical concerns of physical education teachers and the stages of professional development. This research is descriptive and was conducted in two phases. The first phase involved the application of Teachers Concerns Questionnaire - Physical Education (TCQ-PE, MCBRIDE, 1998) to 254 physical education teachers from education municipality of Rio de Janeiro, to identify their pedagogical concerns. The TCQ-P, (McBride, 1998), consists of 15 assertions that characterizes teachers' concerns into categories self, task and impact. In the second phase were selected eight teachers according to the stage they were at in their careers. These teachers were interviewed in order to know if their pedagogical concerns corresponded to the stage where they were in the teaching career. Data analysis in the first phase was quantitative and descriptive, while in the second phase proceeded content analysis of the transcribed interviews. The results show the predominance of concerns about the impact at all career stages, except those teachers of disinvestment phase that were more concerned with the task. Concerns about task and the impact were stable between career stages, while there was a slight decrease of self concerns when teachers progressed in his career. There was a tendency of teachers' concerns correspond with career stages, except the case a teacher in the diversification phase. Thus, partial match was found between teachers concerns and stages of professional development, despite commonalities and interactions established as teachers advance the teaching profession.