A formação de professores de educação física : perceções e práticas no final da formação inicial
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2019
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A Educação Física deve proporcionar oportunidades e contribuir para que todos os alunos se tornem fisicamente ativos e adotarem um estilo de vida ativo e saudável.
No entanto, estudos recentes mostraram que a Formação Inicial de professores de Educação Física parece não estar a permitir a preparação necessária para atingir tal objetivo.
O objetivo do estudo foi o de analisar: (1) as perceções, as crenças e as expetativas dos estagiários da Formação Inicial no início e no final do estágio pedagógico, (2) as perceções dos orientadores de escola e dos orientadores universitários no início e no final do estágio acerca dos estagiários que supervisionaram e (3) as caraterísticas das aulas ministradas pelos estagiários.
Participaram no estudo 46 estagiários, 21 orientadores de escola e 13 orientadores universitários que se encontravam no 2º ano de um curso de mestrado em Ensino da Educação Física no Ensino Básico e Secundário em 2012/2013.
A informação foi recolhida através de (1) questionários aplicados a estagiários, orientadores de escola e a orientadores universitários no início e no final do estágio pedagógico sobre as conceções profissionais e através da (2) observação dos níveis de intensidade do esforço e das caraterísticas das aulas ministradas pelos estagiários através do sistema SOFIT e cardiofrequencímetros PolarTeam2.
Os resultados mostraram que (1) os estagiários consideraram boas as suas experiências anteriores como alunos da Educação Física escolar e tiveram bons professores, (2) estão envolvidos na prática desportiva e pretendem mantê-la, (3) no final do estágio as perceções dos estagiários ficaram alinhadas com as perceções dos orientadores de escola e (4) as aulas observadas revelaram-se em sintonia com as orientações curriculares, tendo sido observada uma média superior a 50% do tempo de aula em Atividade Física Moderada a Vigorosa, contrariando os resultados de outros estudos internacionais sobre o tema. Finalmente, as conceções adquiridas pelo estagiários durante a Formação Inicial revelaram-se inconsistentes e influenciáveis pelas experiências anteriores como alunos da Educação Física escolar e pelos seus orientadores de escola.
Physical Education must offer opportunities for all students to become physically actives. Physical Education should promote opportunities to all school students to adopt active lifestyles. However, recent studies have showed that Physical Education Teacher Education (PETE) has not provided the necessary preparation to achieve that objective. The purpose of this study was to analyse: (1) Physical Education (PE) students’ perceptions, beliefs and expectations shift from the beginning to the end of PETE; (2) cooperating teachers and university teachers’ perceptions about students they supervise, and (3) Physical Activity (PA) of preservice students PE classes during the internship. Participants in this study were 46 students, 21 cooperating teachers and 13 university teachers that take part in a 2nd year PE Master's course for basic and secondary education (2012/2013). Data included (1) initial and final stage questionnaires about professional conceptions from PETE students, cooperating teachers, and university teachers and (2) content and PA intensity of preservice PE classes through SOFIT and POLAR TEAM2. Results indicate that (1) Preservice PETE students feel that their previous PE experiences were good and conducted by outstanding teachers, (2) they are sport involved and intend to maintain that involvement as long as they can, (3) in the end of the Master, the perceptions of preservice PE students were aligned with perceptions of cooperating teachers concerning the aims of PE at school, and (4) PE classes taught by preservice students has revealed curricular compliance with PETE orientations and showed more than 50% time allocated to Moderate to Vigorous Physical Activity (MVPA), which is not in line with other international studies on that theme. Finally, PE conceptions acquired during the training process were found to be inconsistent and influenced mainly by their past experiences in PE and by their cooperating teachers.
Physical Education must offer opportunities for all students to become physically actives. Physical Education should promote opportunities to all school students to adopt active lifestyles. However, recent studies have showed that Physical Education Teacher Education (PETE) has not provided the necessary preparation to achieve that objective. The purpose of this study was to analyse: (1) Physical Education (PE) students’ perceptions, beliefs and expectations shift from the beginning to the end of PETE; (2) cooperating teachers and university teachers’ perceptions about students they supervise, and (3) Physical Activity (PA) of preservice students PE classes during the internship. Participants in this study were 46 students, 21 cooperating teachers and 13 university teachers that take part in a 2nd year PE Master's course for basic and secondary education (2012/2013). Data included (1) initial and final stage questionnaires about professional conceptions from PETE students, cooperating teachers, and university teachers and (2) content and PA intensity of preservice PE classes through SOFIT and POLAR TEAM2. Results indicate that (1) Preservice PETE students feel that their previous PE experiences were good and conducted by outstanding teachers, (2) they are sport involved and intend to maintain that involvement as long as they can, (3) in the end of the Master, the perceptions of preservice PE students were aligned with perceptions of cooperating teachers concerning the aims of PE at school, and (4) PE classes taught by preservice students has revealed curricular compliance with PETE orientations and showed more than 50% time allocated to Moderate to Vigorous Physical Activity (MVPA), which is not in line with other international studies on that theme. Finally, PE conceptions acquired during the training process were found to be inconsistent and influenced mainly by their past experiences in PE and by their cooperating teachers.
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Orientação: Francisco Carreiro da Costa
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO FÍSICA E DESPORTO, EDUCAÇÃO FÍSICA, DESPORTO, FORMAÇÃO DE PROFESSORES, PEDAGOGIA, PROMOÇÃO DA QUALIDADE DE VIDA, ESTILOS DE VIDA, ATIVIDADE FÍSICA, PHYSICAL EDUCATION, SPORT, TEACHERS EDUCATION, PEDAGOGY, PROMOTION OF QUALITY OF LIFE, LIFESTYLES, PHYSICAL ACTIVITY