A perceção dos professores estagiários acerca das dificuldades da prática pedagógica no ensino da educação física
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2017
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Este estudo teve como objetivo identificar quais as principais dificuldades pedagógicas dos professores estagiários, na perspetiva dos próprios e ainda, identificar possíveis causas associadas e formas de resolução utilizadas nessas situações problema.
Para tal, foram inquiridos 34 professores estagiários que faziam parte de um curso de Mestrado no ano letivo 2012/2013. Situámo-nos numa linha de investigação definida no âmbito do paradigma do Pensamento do Professor, utilizando o modelo de análise descritivo e interpretativo. Numa 1ª etapa utilizou-se a técnica de incidentes críticos para a recolha de informação, seguida da categorização das respostas dos professores, tendo por base as dimensões de ensino definidas por Siedentop. Posteriormente procurámos saber qual a frequência de incidência das situações problema descritas pelos professores para cada uma das categorias e sub-categorias estabelecidas, a fim de identificarmos quais as principais dificuldades pedagógicas encontradas no estágio. Numa 2ª etapa cruzámos a informação recolhida, tendo em vista a identificação das formas de atuação dos professores face aos problemas encontrados e das possíveis causas que os originaram.
Os resultados obtidos apontam que: A) O maior número de situações problema vivenciadas pelos professores surgiu na dimensão de ensino Disciplina (51%), seguida das dimensões Instrução (22%), Organização (16%) e Adaptação a situações imprevistas (11%); B) Os problemas de Disciplina ocorreram essencialmente em espaços letivos interiores (Ginásio ou Pavilhão), na parte fundamental das aulas e as matérias que mais estiveram presentes foram a Ginástica, Dança e Condição Física; C) Os professores responsabilizaram mais os alunos do que a si próprios, perante os problemas de Disciplina ocorridos; D) Os comportamentos dos professores estagiários face a situações de indisciplina variaram consoante a sub-categoria desta dimensão de ensino e nos problemas de Gestão e Instrução destacaram-se a existência de pedidos de auxílio ao professor orientador ou a outros professores de Educação Física da escola.
The purpose of this study was to identify the main pedagogical difficulties of the trainee teachers, from their own perspective and to identify possible associated causes and forms of resolution used in these problem situations. To that end, 34 trainee teachers who were part of a Master's course in the academic year 2012/2013 were surveyed. We were in a line of investigation defined within the framework of the Teacher Thought paradigm, using the descriptive and interpretive analysis model. As a first step, the technique of critical incidents was used to collect information, followed by the categorization of the teachers' responses, based on the teaching dimensions defined by Siedentop. We then sought to know the incidence frequency of the problem situations described by the teachers for each of the categories and sub-categories established, in order to identify the main pedagogical difficulties found in this stage. Secondly, we crossed the information gathered, in order to identify the ways teachers act in the face of the problems encountered and the possible causes that gave rise to them. The results show that: A) The greatest number of problem situations experienced by teachers arose in the Discipline teaching dimension (51%), followed by Instruction (22%), Organization (16%) and Adaptation to unforeseen situations (11%); B) The problems of Discipline occurred essentially in interior spaces (Gymnasium or Pavilion), in the fundamental part of the classes and the subjects that were most present were Gymnastics, Dance and Physical Condition; C) The teachers attributed more responsibility to the students than to themselves, given the Discipline problems that occurred; D) The behavior of trainee teachers in the face of indiscipline varied according to the sub-category of this teaching dimension and in the problems of Management and Instruction, the existence of requests for help to the tutor or other Physical Education teachers of the school .
The purpose of this study was to identify the main pedagogical difficulties of the trainee teachers, from their own perspective and to identify possible associated causes and forms of resolution used in these problem situations. To that end, 34 trainee teachers who were part of a Master's course in the academic year 2012/2013 were surveyed. We were in a line of investigation defined within the framework of the Teacher Thought paradigm, using the descriptive and interpretive analysis model. As a first step, the technique of critical incidents was used to collect information, followed by the categorization of the teachers' responses, based on the teaching dimensions defined by Siedentop. We then sought to know the incidence frequency of the problem situations described by the teachers for each of the categories and sub-categories established, in order to identify the main pedagogical difficulties found in this stage. Secondly, we crossed the information gathered, in order to identify the ways teachers act in the face of the problems encountered and the possible causes that gave rise to them. The results show that: A) The greatest number of problem situations experienced by teachers arose in the Discipline teaching dimension (51%), followed by Instruction (22%), Organization (16%) and Adaptation to unforeseen situations (11%); B) The problems of Discipline occurred essentially in interior spaces (Gymnasium or Pavilion), in the fundamental part of the classes and the subjects that were most present were Gymnastics, Dance and Physical Condition; C) The teachers attributed more responsibility to the students than to themselves, given the Discipline problems that occurred; D) The behavior of trainee teachers in the face of indiscipline varied according to the sub-category of this teaching dimension and in the problems of Management and Instruction, the existence of requests for help to the tutor or other Physical Education teachers of the school .
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Orientação: Francisco Carreiro da Costa
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MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, PROFESSORES ESTAGIÁRIOS, PEDAGOGIA, ENSINO DA EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION, TRAINEE TEACHERS, PEDAGOGY, PHYSICAL EDUCATION TEACHING, DESPORTO, SPORT