MOTIVACIÓN EDUCATIVA EN LA FORMACIÓN INICIAL DEL PROFESORADO DE EDUCACIÓN FÍSICA // ACADEMIC MOTIVATION IN THE INITIAL TRAINING OF PHYSICAL EDUCATION TEACHERS

A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma pesquisa desenvolvida com o objetivo de explorar as características das identidades de professores formadores e dos climas de formação que formam professores focados na inclusão social e na humanização. Teoricamernte o estudo ancora-se no conceito de identidade profissional. Metodologicamente, a pesquisa segue uma orientação qualitativa que se estrutura através de entrevista em grupo com professoras formadoras de um curso de ensino da educação física em uma universidade portuguesa e de análise documental sobre o ensino superior em Portugal a nível nacional e a nível da instituição das pessoas em estudo. A instituição foi escolhida devido à qualidade reconhecida de seu curso. Para dar conta da identidade dos formadores, a entrevista considerou o percurso profissional dos professores formadores e a sua perspectiva sobre a formação inicial; os documentos incluíram legislação, planos de estudos, ementas de documentos de auto e hétero avaliação do curso. A análise sugere que é possível a academia formar professores para a inclusão e a humanização, nomeadamente em certas condições: (i) existência de identidades duais (de registro acadêmico e profissional) e (ii) existência de verdadeiras comunidades de prática de professores formadores, professores cooperantes e estudantes estagiários.Palavras-chave: Formação de Professor. Percurso Profissional. Ensino da Educação Física.Can the academy train teachers? An experience of training physical education teachers at the universityABSTRACTEquitable and quality education for all citizens is one of the most important ways to overcome the inequalities that are still strongly felt in societies. The quality of teachers is a central dimension of educational processes, which largely depends on the quality of initial training. This article presents a research developed with the objective of exploring the characteristics of the identities of teacher educators and the training climates that form teachers focused on social inclusion and humanization. Theoretically, the study is based on the concept of professional identity. Methodologically, the research follows a qualitative orientation that is structured through a group interview with teachers who teach a physical education teaching course at a Portuguese university and documentary analysis on higher education in Portugal on national level and on studied people institutional level. The institution was chosen due to the recognized quality of its course. To account for the identity of the trainers, the interview considered the professional path of the teacher educators and their perspective on initial training; the documents included legislation, study plans, menus for self and straight course evaluation documents. The analysis suggests that it is possible for the academy to train teachers for inclusion and humanization, namely under certain conditions: (i) existence of dual identities (of academic and professional record) and (ii) existence of true communities of practice for teacher educators, cooperating teachers and student trainees.Keywords: Teacher Training. Professional Path. Physical Education Teaching.¿Puede la academia formar profesores? Una experiencia de formación de profesores de educación física en la universidadRESUMENLa educación equitativa y de calidad para todos los ciudadanos es una de las formas más importantes de superar las desigualdades que aún se sienten con fuerza en las sociedades. La calidad de los docentes es una dimensión central de los procesos educativos, que depende en gran medida de la calidad de la formación inicial. Este artículo presenta una investigación desarrollada con el objetivo de explorar las características de las identidades de los formadores de docentes y los climas de formación que forman los docentes enfocados en la inclusión social y la humanización. Teóricamente, el estudio se basa en el concepto de identidad profesional. Metodológicamente, la investigación sigue una orientación cualitativa que se estructura a través de una entrevista grupal con profesores que imparten un curso de docencia de educación física en una universidad portuguesa y un análisis documental sobre la educación superior en Portugal a nivel nacional y a nivel institucional. La institución fue elegida por la reconocida calidad de su curso. Para dar cuenta de la identidad de los formadores, la entrevista consideró la trayectoria profesional de los formadores de docentes y su perspectiva sobre la formación inicial; los documentos incluían legislación, planes de estudio, menús para autoevaluación y documentos de evaluación del curso. El análisis sugiere que es posible que la academia capacite a los docentes para la inclusión y la humanización, es decir, bajo ciertas condiciones: (i) existencia de identidades duales (de expediente académico y profesional) y (ii) existencia de verdaderas comunidades de práctica para los formadores de docentes, profesores colaboradores y alumnos en formación.Palabras clave: Formación Docente. Carrera. Enseñanza de la Educación Física.

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Valoración sobre la formación en la mención de Educación Física, por parte del alumnado de Grado en Educación Primaria (Primary Education degree students’ assessment of training in the area of Physical Education)

Retos ◽

10.47197/retos.v0i34.59314 ◽

2018 ◽

pp. 194-199

Author(s):

Marta Delicado Valverde ◽

José Jesús Trujillo Vargas ◽

Luisa María García Salas

Keyword(s):

Physical Education ◽

Primary Education ◽

Physical Education Teachers ◽

Initial Training ◽

Education Degree ◽

Specialist Teachers ◽

Educación Primaria ◽

The University ◽

And Training

La formación inicial de los maestros especialistas en Educación Física ha “sufrido” profundos cambios con las reformas educativas. Lo que debiera seguir siendo igual de relevante es la importancia que tiene el hecho de que sean los propios alumnos quienes valoren la calidad de su formación como docentes especialistas futuros en esta área. En este estudio, nos servimos del instrumento validado por Moreno y Conte (2001) para la Valoración y Capacitación sobre la Docencia en Educación Física (V.A.C.D.E.F.), que hemos pasado a 39 alumnos del Grado en Educación Primaria, que cursan la mención en Educación Física, de un Centro de la Universidad de Cádiz. Entre los hallazgos más importantes, hemos de destacar que los alumnos se sienten, a nivel general, capacitados para desempeñar la labor docente futura, están de acuerdo con los contenidos que se imparten en su formación, se encuentran interesados por los aspectos técnicos de los deportes y por la especialidad en sí misma y apuestan por más clases prácticas dentro de su formación. Abstract. The initial training of Physical Education teachers has "undergone" deep changes along with educational reforms. What should remain equally relevant is that students, as future specialist teachers in this area, should be the ones who value the quality of their education. In this research, we use the tool validated by Moreno and Conte (2001), the Assessment and Training on Teaching in Physical Education (V.A.C.D.E.F.), which we applied to 39 Primary Education degree students who attend the program in Physical Education at a Center of the University of Cádiz. Among the most important findings, we emphasize that the majority of students feel well trained for carrying out the future teaching work. They agree with the contents that are imparted in their program, they are interested in the technical elements of sports and the specialty itself, as well as they strive for more practical classes within their training.

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Formação do professor de educação física e as dificuldades no início de carreira em escolas de ensino básico

Horizontes ◽

10.24933/horizontes.v34i2.471 ◽

2016 ◽

Vol 34 (2) ◽

pp. 57

Author(s):

Jairo Antônio Da Paixão ◽

Yuri Windson Santos Barroso ◽

Glauber César Cruz Custódio

Keyword(s):

High Schools ◽

Physical Education ◽

Physical Education Teachers ◽

Initial Training ◽

Field Of Study ◽

Trained Teachers ◽

Professional Intervention

ResumoA presente investigação teve como objetivo analisar as dificuldades encontradas pelo professor de Educação Física no início de carreira docente, atuante na educação básica. A partir de um estudo de campo, de cunho qualitativo, verificou-se que a formação inicial não proporcionou conhecimentos específicos suficientes para a atuação desse professor no início de carreira. Dentre as formas de aquisição desses conhecimentos, foram mencionadas leituras de artigos, capítulos de livros , visitas a sites e contatos com professores formados há mais tempo, atuantes na Educação Física escolar. Portanto, implementar as experiências vivenciadas pelos acadêmicos nos cursos de licenciatura em Educação Física é uma demanda que merece ser discutida e concretizada nos cursos de formação inicial.Palavras-chave: Formação inicial; Educação Física; licenciatura; escola.Teacher training of physical education and initial difficulties in careerstart in high schoolsAbstractThis research aimed is aimed at analyzing the initial difficulties encountered by Physical Education teachers at the beginning of carrer in high schools. From a qualitative field of study, it was found that the initial training did not provide sufficient expertise for the performance of these professionals in the career beginning. Among the forms of acquisition of this knowledge, was mentioned readings of articles, books and visits to sites and contacts with trained teachers, active in that field of professional intervention for longer, which, in turn, have a larger luggage of experience. This situation leads to the conclusion that implementing the experiences lived by academics in licensure degree in Physical Education is a demand that deserves to be discussed and implemented in the initial training courses.Keywords: Initial training; Physical Education; licensure; school.

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Formação inicial de professores de educação física: um olhar para o estágio curricular supervisionado

Caderno de Educação Física e Esporte ◽

10.36453/2318-5104.2019.v17.n1.p61 ◽

2018 ◽

Vol 17 (1) ◽

pp. 61-68

Author(s):

Patric Paludett Flores ◽

Yedda Maria da Silva Caraçato ◽

Ana Luiza Barbosa Anversa ◽

Bruna Solera ◽

Luciane Cristina Arantes da Costa ◽

...

Keyword(s):

Physical Education ◽

School Environment ◽

Body Movement ◽

School Context ◽

Theory And Practice ◽

Public Institution ◽

Physical Education Teachers ◽

Initial Training ◽

The North ◽

Essential Components

Introdução: analisar o papel do Estágio Curricular Supervisionado (ECS) na formação inicial de professores de Educação Física implica em entender que o conhecimento pedagógico especializado se legitima na prática, e, mais do que no conhecimento das disciplinas, compreende os procedimentos de transmissão, de forma complexa e desafiadora, dos conhecimentos da cultura corporal de movimento. Nesse sentido, esta Objetivo: verificar, a partir da perspectiva de estudantes-estagiários, a organização e relevância da realização do ECS, bem como, a compreensão didático-pedagógica que esses apresentam com relação à realização desse primeiro contato com o ambiente escolar. Métodos: participaram deste estudo qualitativo, trinta e cinco acadêmicos de uma instituição pública do norte do estado do Paraná/Brasil. As informações levantadas decorreram dos relatórios finais apresentados na disciplina de ECS I. Resultados: da análise das informações coletadas emergiram-se duas categorias de apresentação dos resultados: a) organização e estrutura da disciplina de ECS I e b) significados do ECS I para a formação docente. Na primeira categoria, os participantes destacam que a carga horária das ações do ECS possui caráter excessivo frente aos demais componentes curriculares, porém entendem que tal processo se faz necessário pois possibilita uma efetivação da relação teoria e prática. Na segunda, revelam que o ECS auxilia na reflexão contínua do futuro professor para com o exercício da sua profissão, traduz-se em uma ação educativa a partir da práxis, torna-se meio de socialização profissional, e, possibilita a reflexão das amarras entre a profissão e a escola. Conclusão: entende-se que o estágio se configura como um dos componentes essenciais na lapidação do processo inicial de construção do ser professor em suas mais diversas facetas para o contexto escolar dentro da formação de professores de Educação Física.ABSTRACT. Initial training of physical education teachers: a look at the supervised practicum. Background: analyze the role of the Supervised Practicum (SP) at the initial training of the Physical Education Teachers implies understanding that specialized pedagogical knowledge is legitimated in practice and, more than the knowledge of the subjects, comprehends the procedures of transmission of the knowledge of body movement culture, in a complex and challenging way. Objective: to verify, from the perspective of student-trainees, the organization and relevance of the SP, as well as the didactic-pedagogical understanding that the students present regarding the accomplishment of this first contact with the school environment. Methods: Thirty-five students from a public institution in the north of the state of Paraná/Brazil participated in this qualitative study. The collected information came from the final reports presented in the SP I subject. Results: from the analysis of the information collected, two categories of results were presented: a) organization and structure of the SP I subject and b) SP I significance for teacher training. In the first category, the participants emphasize that the workload of the SP actions is excessive compared to the other curricular components, but they understand that this process is necessary because it allows an effective relationship between theory and practice. In the second, they reveal that the SP helps in the continuous reflection of the future teacher towards the exercise of their profession, it is translated into an educational action from the praxis, it becomes a means of professional socialization, and, it allows the reflection of the relations between the profession and the school. Conclusion: it is understood that the practicum is one of the essential components in the stoning of the initial process of construction of being a teacher in its most diverse facets for the school context within the training of Physical Education teachers.

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Formação de professores de educação física: análise da revista Movimento

Caderno de Educação Física e Esporte ◽

10.36453/2318-5104.2019.v17.n1.p199 ◽

2019 ◽

Vol 17 (1) ◽

pp. 199-207

Author(s):

Marcos Paulo Vaz de Campos Pereira ◽

Giovana Rastelli ◽

Elias Barboza Lacerda ◽

Jessica Cozza ◽

Fernanda Granato de Souza ◽

...

Keyword(s):

Content Analysis ◽

Physical Education ◽

Final Analysis ◽

Physical Education Teachers ◽

Initial Training ◽

Research Focus ◽

Continuous Training ◽

Initial Formation ◽

Continuous Formation ◽

Data Source

Objetivo: O objetivo desta investigação foi analisar os estudos publicados na Revista Movimento que reportam a formação inicial e continuada de professores de Educação Física. Métodos: O estudo se caracteriza como uma pesquisa documental, sendo utilizada como fonte de dados a Revista Movimento, determinando como palavras chaves para a busca: Formação Inicial e Formação Continuada. Para a análise dos estudos foi utilizado análise de conteúdo, por meio de três etapas: pré-análise, codificação e categorização, em que foram criadas categorias de análise como o ano de publicação, o tipo de estudo e os principais resultados. Resultados: Na busca inicial foram encontrados 95 artigos, sendo 55 no descritor formação inicial e 28 na formação continuada a partir do ano de 2004. Para a análise final foram selecionados 36 estudos com foco a formação do professor de Educação Física. Conclusão: Destaca-se a formação inicial e continuada de professores como uma temática emergente para novas investigações, apresentando o estágio curricular como foco de pesquisa.ABSTRACT. Training of teachers of physical education: analysis of Movement Journal. Objective: The objective of this research was to analyze the studies published in the Movement Journal that report the initial and continuous training of Physical Education teachers. Methods: The study is characterized as a documentary research, being used as data source the Movement Journal, determining as key words for the search: Initial Formation and Continued Formation. For the analysis of the studies, content analysis was used through three steps: pre-analysis, coding and categorization, in which categories of analysis were created, such as the year of publication, the type of study and the main results. Results: In the initial search, 95 articles were found, being 55 in the initial training descriptor and 28 in the continuous training from the year 2004. For the final analysis, 36 studies were selected with focus the formation of the teachers of Physical Education. Conclusion: It is important to emphasize the initial and continuous formation of teachers as an emerging theme for new investigations, presenting the curricular internship as a research focus.

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First-Year Pre-Service Physical Education Teachers’ Academic Motivation and Their Satisfaction with Academic Studies

Pedagogika ◽

10.15823/p.2018.16 ◽

2018 ◽

Vol 129 (1) ◽

pp. 234-249

Author(s):

Sniegina Poteliūnienė

Keyword(s):

Physical Education ◽

Student Satisfaction ◽

Academic Motivation ◽

Professional Activity ◽

Physical Education Teachers ◽

First Year ◽

Full Time ◽

Good Teaching ◽

Generic Skills ◽

The Impact

It is important to analyse the motives that encourage students to choose academic studies as this points out to how engaged with their field of studies and how well prepared for their future profession they will be. The learning experience of university students, their satisfaction or dissatisfaction with academic studies can encourage students either to become more strongly committed to their profession or to revise their career goals. The aim of the present research was to determine the academic motivation of the first year pre-service physical education teachers and how this relates to their satisfaction with academic studies. In order to assess the students’ intrinsic, extrinsic motivation and a motivation the Academic Motivation Scale (AMS) (Vallerand et al., 1992) was used. The Course Experience Questionnaire (Ramsden, 1991), which consists of 5 sub-scales: Good teaching, Clarity of goals and standards, Appropriate workload, Appropriate assessment, Development of generic skills, was used in order to determine the students’ satisfaction with their studies. There were surveyed 84 first year full-time students of physical education study programmes in the field of education and development from the four Lithuanian universities. It was established that, while choosing a career and getting ready for the professional activity, for pre-service physical education teachers both intrinsic and extrinsic motives are common and the level of a motivation is low. The highest score was given by the first year students for the teaching strategies that motivate students to learn (Good teaching). The lowest scores in the student satisfaction with academic studies were recorded in their evaluation of Appropriate Workload and Appropriate Assessment. The research revealed that both intrinsic and extrinsic academic motivation of students have a statistically reliable connection of mean strength with Quality of teaching, Clarity of goals and standards, as well as Development of generic skills, whereas a motivation – with Appropriate workload and Appropriate Assessment sub-scales. The results of the present quantitative research are significant in assessing the impact of academic environment on the students’ motivation to pursue the chosen profession.

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Revisión de la literatura sobre las características que definen a un buen docente de Educación Física: consideraciones desde la formación del profesorado (A literature review of the characteristics that define a good physical education teacher: considera

Retos ◽

10.47197/retos.v0i41.84421 ◽

2021 ◽

pp. 471-479

Author(s):

Eloy José Villaverde-Caramés ◽

María Ángeles Fernández-Villarino ◽

Belén Toja-Reboredo ◽

Miguel Ángel González-Valeiro

Keyword(s):

Physical Education ◽

Literature Review ◽

Web Of Science ◽

Physical Education Teachers ◽

Initial Training ◽

Physical Education Teacher ◽

Continuous Training ◽

The Subject ◽

Training Programmes ◽

Capacity Performance

El presente trabajo pretende conocer qué características debería tener en consideración el profesorado de Educación Física en enseñanza secundaria para mejorar su eficacia como docentes y cuáles deberían tener más peso en su formación. Se realizó una revisión de la literatura en las bases de datos ERIC, Scielo, Scopus, SportDiscus y Web of Science desde el año 2009 hasta el 2019 (ambos incluidos), seleccionando un total de 12 artículos. Los resultados muestran la importancia de categorías como la capacidad pedagógica, el desempeño e implicación profesional, los rasgos de la personalidad y el conocimiento de la asignatura en la concepción de un buen docente; mientras que otros atributos como la promoción de valores, la consecución de las metas que persigue la materia y el desarrollo de un ambiente positivo en las clases tienen menos protagonismo. Como conclusión, se recomienda reconocer la importancia de estos rasgos en la formación inicial del alumnado universitario, así como reorientar los programas de formación continua del profesorado en ejercicio. Abstract: the present paper pretends to know what characteristics should take into consideration the physical education teachers in secondary education to improve their effectiveness as a teacher and which should have more importance in their training. A literature review was carried out in the ERIC, Scielo, Scopus, SportDiscus and Web of Science databases from 2009 to 2019 (both inclusive), selecting a total of 12 articles. The results shows the importance of categories such as pedagogical capacity, performance and professional involvement, personality traits and knowledge of the subject in the conception of a good teacher; while other attributes such as the promotion of values, the achievement of the goals pursued by the subject and the development of a positive environment in the classes have less prominence. In summary, it is recommended to recognize the importance of these features in the initial training of university students, as well as to reorient the continuous training programmes of the physical education teachers.

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The Practice of Tunisian physical education teachers at the end of initial training during the preparation for professional life

The Journal of Quality in Education - The improvement of Quality in Education ◽

10.37870/joqie.v11i17.253 ◽

2021 ◽

Vol 11 (17) ◽

pp. 99-130

Author(s):

Aymen HAWANI ◽

Keyword(s):

Physical Education ◽

Disruptive Behaviors ◽

Body Language ◽

Professional Life ◽

Observation System ◽

Physical Education Teachers ◽

Initial Training ◽

Teacher Trainee ◽

Before And After ◽

The Impact

Background and Study Aim: The purpose of this article is to describe and analyze students' disruptive behavior and teacher trainee responses before and after a “Body Language and to Speak in Public” training module for school teachers at the end of initial training physical education teachers (PET). Material and Methods: Delayed video scope analysis was conducted using the "Disciplinary Incidents Observation System (DIOS)" of “Brunelle J.” (1996) [7]. Results: The data collected, it can be deduced that the courses directed by trainee students during work readiness internships show a high degree of disruption, since there is a rate of 1.3 and 1.01 DB per minute. Conclusions: The frequency of onset of disruptive behaviors (DB1 and DB2) is slightly lower in sessions facilitated by trainees who have been trained in "Body language and public speaking". Similarly, at the level of disruptive behaviors (DB3), the trainees who underwent the training realized a greater decrease in the frequency of appearance of these behaviors. Faced with these disruptive behaviors, the trainees who attended the training were slightly more interactive in their reactions during the sessions. The impact that this study could have on the initial training of physical education teachers (PET). The results of our studies illustrate the reality of the practice of future teachers during the internship preparation to professional life. Indeed, they constitute a repertoire to perceive the different disruptive behaviors of students and the reactions of trainee students to these behaviors. By way of this presentation, our work can certainly be used as part of the initial training of PET and in formalizing the professional skills repository.

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La formación en contenidos acuáticos del profesorado de Educación Física

Revista de Investigación en Actividades Acuáticas ◽

10.21134/riaa.v1i1.389 ◽

2021 ◽

Vol 1 (1) ◽

pp. 7-15

Author(s):

Apolonia Albarracín Pérez ◽

Juan Antonio Moreno Murcia

Keyword(s):

Physical Education ◽

Teaching Experience ◽

Physical Education Teachers ◽

Initial Training ◽

Continuous Training ◽

Educational Legislation ◽

Quality Of Teaching ◽

Potential Applications ◽

General Aspects

Antecedentes: La formación del profesorado es una pieza clave en la calidad de la labor docente. Dado que las actividadesacuáticas no están incluidas en la legislación educativa, será el profesor quien decida su inclusión o no, y esto nos lleva a pensarque puede depender de su formación al respecto. Además, el nivel de formación inicial y continua de los diferentes docentes deeducación física varía, tomando gran importancia en la aplicación de las mismas.Objetivos: El principal objetivo del estudio ha consistido en comprobar la formación en los contenidos acuáticos por parte delprofesorado de educación física.Método: A 176 profesores de educación física de una región española se le ha consultado sobre dichos contenidos relacionándolocon el sexo, la titulación, la situación laboral, la experiencia docente, el tipo de cursos realizados, quién impartió las clases deactividades acuáticas y la opinión de aspectos generales de educación física sobre la inclusión de las actividades acuáticas en elámbito escolar.Resultados: Tras el análisis, pocos docentes han reconocido que las actividades acuáticas no se introducen habitualmente en lasprogramaciones por no estar formados para ello, a pesar de que el mayor número de docentes acordaba que muchos compañerosdesconocen las posibles aplicaciones de estos contenidos en su materia. La antinguedad en el cetnro, la formación inicial, la edad,y la formación continua en actividades acuáticas, etc., influyen de diferente modo en la aplicación de las actividades acuáticas enel ámbito escolar.Conclusiones: La formación inicial y continua es decisiva para la implantación de las actividades acuáticas, siendo una apuestadecisiva para la implantación en los centros escolares de forma adecuada y útil. Abstract Intoduction: Teacher training is a key element in the quality of teaching work. Since water activities are not included in educational legislation, be the teacher will be who decides whether or not to include them, and this leads us to think that it may depend on their training in this regard. In addition, the level of initial and continuous training of different physical education teachers varies, taking great importance in their application.Goals: The main objective of the study was to verify the formation in the aquatic contents by the faculty of physical education.Method: 176 teachers of physical education in a Spanish region have been consulted about these contents, relating it to gender, qualifications, work situation, teaching experience, type of courses, who taught classes in aquatic activities and Opinion of general aspects of physical education on the inclusion of aquatic activities in the school environment.Results: After the analysis, few teachers have recognized that aquatic activities are not usually introduced in the programs because they are not formed for this, although the greater number of teachers agreed that many colleagues are unaware of the potential applications of these contents in their field. Age attainment, initial training, age, and continuous training in aquatic activities, etc., have a different influence on the application of aquatic activities in the school setting.Conclusions: Initial and continuous training is decisive for the implementation of aquatic activities, being a decisive bet for the implantation in the schools of suitable and useful form.Keywords: aquatic activities; training; swimming; aquatic skills; teacher. ResumoIntrodução: A formação de professores é um elemento-chave na qualidade do ensino. Desde actividades aquáticas não são incluídos na legislação educação, será o professor que decide a inclusão ou não, e isso nos leva a pensar que pode depender de sua formação nesse sentido. Além disso, o nível de inicial e contínua de diferente formação de professores de educação física varia, tendo grande importância na sua implementação.Objetivos: O objetivo principal do estudo envolveu a formação de testes no conteúdo de água pelo professor de educação física.Método: A 176 professores de educação física de uma região espanhola consultados sobre tais conteúdos relacionados com sexo, habilitações, situação de emprego, experiência de ensino, o tipo de cursos realizados, que deu aulas de atividades aquáticas e ver aspectos gerais da educação física sobre a inclusão de atividades de água nas escolas.Resultados: Após a análise, alguns professores reconheceram que as atividades de água não são geralmente introduzidos na programação, porque eles não são treinados para usá-lo, embora o maior número de professores lembrado que muitos colegas não têm conhecimento das possíveis aplicações deste conteúdo em seu assunto. O antinguedad em cetnro, a formação inicial, idade e formação contínua em atividades aquáticas, etc., a influência diferete como a aplicação de actividades aquáticas nas escolas.Conclusões: A formação inicial e contínua é fundamental para a implementação de atividades de água, sendo um compromisso decisivo para implementação nas escolas de forma adequada e útil.Palavras-chave: atividades aquáticas; formação; natação; habilidades aquáticas; professor.

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Relationship between students’ participation in assessment and grading in physical education teachers’ initial training

Cultura_Ciencia_Deporte ◽

10.12800/ccd.v1i1.1172 ◽

2018 ◽

Vol 13 (39) ◽

pp. 291-300 ◽

Cited By ~ 1

Author(s):

Laura Cañadas ◽

Francisco Javier Castejón ◽

María Luisa Santos-Pastor

Keyword(s):

Physical Education ◽

Physical Education Teachers ◽

Initial Training

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