A formação inicial e a prática profissional na visão de professores iniciantes de educação física

• Autor(a) principal: Sorroche, Alex de Souza [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203118; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000912640.pdf
• topic: Professores - Formação; Educação física; Carreiras e oportunidades

Teacher training is filled with questions about the knowledge to be learned in the undergraduate curriculum, the proposed curriculum, how the internships should work, and many other approaches. However, something that draws attention and can intrigue the students during the training and later the professional performance is how much the experiences, the knowledge, that is, everything lived in the graduation will be or is able to provide subsidies for the practice of the teacher in the school. Specifically regarding the training of Physical Education teachers and their performance in the school, it is observed that teachers in some cases have difficulties related to what to do at the beginning of the teaching career, how to organize the knowledge and transform them into guidelines for acting as a teacher what and how to teach, and other innumerable questions regarding professional practice. Therefore, the present study had the objective of analyzing aspects related to the initial formation of Physical Education teachers and their relation with the performance in the school field. The present research was qualitative, with six Physical Education teachers, graduated from a Physical Education Degree Course of a public University of the State of São Paulo. A semi-structured interview was used to collect the information. Afterwards, we transcribed the interviews and analyzed the results. The results show that some of the teachers define their undergraduate education as good, providing the capacity to organize teaching work, knowledge about school didactics, class planning, and other skills. Participation in activities that involved going to the school context was described as positive in the training... (Complete abstract electronic acess below)