Physical education preservice teachers’ beliefs on sports teaching

• Autor(a) principal: Ramos, Valmor
• Data de Publicação: 2018
• Outros Autores: Souza, Jeferson Rodrigues de, Brasil, Vinícius Zeilmann, Backes, Ana Flávia, Costa, Matheus da Lapa, Kuhn, Filipy
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Motrivivência (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2018v30n54p210

The purpose of this study was to analyze the physical education preservice teachers’ beliefs on sports teaching content and tasks. A multiple case studiy took place with five preservice teachers’. The data were obtained through a semi-structured interview and memory stimulation procedures. Data were analyzed using the content analysis technique. The results showed that some beliefs remained stable at the end of the course: that class must be motivating; the fragmentation of content facilitates the learning; synthetic tasks are motivational; the technical content is essential for sport learning. Emerged other understandings about the use of synthetic tasks and play procedures. It’s concluded that preservice teachers’ direct experiences of teaching in a formal context and engagement of them in this context were most important sources to construct beliefs on teaching.