The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2022 |
| Outros Autores: | , , , , , , , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Repositório Institucional da UNESP |
| Texto Completo: | http://dx.doi.org/10.14507/epaa.30.6654 http://hdl.handle.net/11449/240458 |
Resumo: | This research, with a qualitative approach of the multiple case study type, aimed to identify and analyze the influence of the movement for the professionalization of teaching (MPT) in three contexts of physical education teacher training practicum proposals. As a result, it was pointed out that in Portugal, the Bologna process represented the guiding principle of an integrated proposal for the European context for training and practicum; in the USA, the parameters prescribed in the manuals consolidated a proposal for teacher training and reorganized the practicum; and, in Brazil, the law of guidelines and bases for national education established principles for thinking about teaching as a profession and area of knowledge, promoting new interpretations for practicum. In conclusion, the MPT influenced training and the practicum in all contexts, but with different perspectives. |
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The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicumLa formación de docentes de educación física en Portugal, Estados Unidos y Brasil sobre la perspectiva de profesionalización de la enseñanza en las prácticas supervisadas Resumen: La investigación, con un enfoque cualitativo del tipo estudio de caso múltiple, tuvoA Formação de Professores de Educação Física em Portugal, EUA e Brasil sob a Perspectiva da Profissionalização do Ensino no Estágio Supervisionado1educational policiesphysical educationpracticumteacher trainingThis research, with a qualitative approach of the multiple case study type, aimed to identify and analyze the influence of the movement for the professionalization of teaching (MPT) in three contexts of physical education teacher training practicum proposals. As a result, it was pointed out that in Portugal, the Bologna process represented the guiding principle of an integrated proposal for the European context for training and practicum; in the USA, the parameters prescribed in the manuals consolidated a proposal for teacher training and reorganized the practicum; and, in Brazil, the law of guidelines and bases for national education established principles for thinking about teaching as a profession and area of knowledge, promoting new interpretations for practicum. In conclusion, the MPT influenced training and the practicum in all contexts, but with different perspectives.Universidade Federal do Rio Grande do Sul–UFRGSUniversidade Estadual de São Paulo-UNESPUniversidade do Estado de Santa Catarina-UDESCUniversidade Estadual de São Paulo-UNESPUniversidade Federal do Rio Grande do Sul–UFRGSUniversidade Estadual Paulista (UNESP)Universidade do Estado de Santa Catarina-UDESCDias, Fernanda Gosuen GonçalvesParreira, Renato Luis TamePereira, Lucas de FreitasVeneziani, Rodrigo Cássio SolaAmbrósio, Maria Anita Lemos VasconcelosAlmeida, Vinicíus Thomaz da SilvaBarros, Renata Alves deDias, Luis Gustavo Gosuen Gonçalves [UNESP]Ambrósio, Sérgio Ricardo2023-03-01T20:17:57Z2023-03-01T20:17:57Z2022-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://dx.doi.org/10.14507/epaa.30.6654Education Policy Analysis Archives, v. 30, n. 21, 2022.1068-2341http://hdl.handle.net/11449/24045810.14507/epaa.30.66542-s2.0-85134082818Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporEducation Policy Analysis Archivesinfo:eu-repo/semantics/openAccess2023-03-01T20:17:57Zoai:repositorio.unesp.br:11449/240458Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T18:39:09.475899Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
| dc.title.none.fl_str_mv |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum La formación de docentes de educación física en Portugal, Estados Unidos y Brasil sobre la perspectiva de profesionalización de la enseñanza en las prácticas supervisadas Resumen: La investigación, con un enfoque cualitativo del tipo estudio de caso múltiple, tuvo A Formação de Professores de Educação Física em Portugal, EUA e Brasil sob a Perspectiva da Profissionalização do Ensino no Estágio Supervisionado1 |
| title |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum |
| spellingShingle |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum Dias, Fernanda Gosuen Gonçalves educational policies physical education practicum teacher training |
| title_short |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum |
| title_full |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum |
| title_fullStr |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum |
| title_full_unstemmed |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum |
| title_sort |
The training of physical education teachers in Portugal, the USA, and Brazil from the perspective of professionalization of teaching during the practicum |
| author |
Dias, Fernanda Gosuen Gonçalves |
| author_facet |
Dias, Fernanda Gosuen Gonçalves Parreira, Renato Luis Tame Pereira, Lucas de Freitas Veneziani, Rodrigo Cássio Sola Ambrósio, Maria Anita Lemos Vasconcelos Almeida, Vinicíus Thomaz da Silva Barros, Renata Alves de Dias, Luis Gustavo Gosuen Gonçalves [UNESP] Ambrósio, Sérgio Ricardo |
| author_role |
author |
| author2 |
Parreira, Renato Luis Tame Pereira, Lucas de Freitas Veneziani, Rodrigo Cássio Sola Ambrósio, Maria Anita Lemos Vasconcelos Almeida, Vinicíus Thomaz da Silva Barros, Renata Alves de Dias, Luis Gustavo Gosuen Gonçalves [UNESP] Ambrósio, Sérgio Ricardo |
| author2_role |
author author author author author author author author |
| dc.contributor.none.fl_str_mv |
Universidade Federal do Rio Grande do Sul–UFRGS Universidade Estadual Paulista (UNESP) Universidade do Estado de Santa Catarina-UDESC |
| dc.contributor.author.fl_str_mv |
Dias, Fernanda Gosuen Gonçalves Parreira, Renato Luis Tame Pereira, Lucas de Freitas Veneziani, Rodrigo Cássio Sola Ambrósio, Maria Anita Lemos Vasconcelos Almeida, Vinicíus Thomaz da Silva Barros, Renata Alves de Dias, Luis Gustavo Gosuen Gonçalves [UNESP] Ambrósio, Sérgio Ricardo |
| dc.subject.por.fl_str_mv |
educational policies physical education practicum teacher training |
| topic |
educational policies physical education practicum teacher training |
| description |
This research, with a qualitative approach of the multiple case study type, aimed to identify and analyze the influence of the movement for the professionalization of teaching (MPT) in three contexts of physical education teacher training practicum proposals. As a result, it was pointed out that in Portugal, the Bologna process represented the guiding principle of an integrated proposal for the European context for training and practicum; in the USA, the parameters prescribed in the manuals consolidated a proposal for teacher training and reorganized the practicum; and, in Brazil, the law of guidelines and bases for national education established principles for thinking about teaching as a profession and area of knowledge, promoting new interpretations for practicum. In conclusion, the MPT influenced training and the practicum in all contexts, but with different perspectives. |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-01-01 2023-03-01T20:17:57Z 2023-03-01T20:17:57Z |
| dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.14507/epaa.30.6654 Education Policy Analysis Archives, v. 30, n. 21, 2022. 1068-2341 http://hdl.handle.net/11449/240458 10.14507/epaa.30.6654 2-s2.0-85134082818 |
| url |
http://dx.doi.org/10.14507/epaa.30.6654 http://hdl.handle.net/11449/240458 |
| identifier_str_mv |
Education Policy Analysis Archives, v. 30, n. 21, 2022. 1068-2341 10.14507/epaa.30.6654 2-s2.0-85134082818 |
| dc.language.iso.fl_str_mv |
por |
| language |
por |
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Education Policy Analysis Archives |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
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Universidade Estadual Paulista (UNESP) |
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UNESP |
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UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
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1808128960047874048 |