scholarly journals Pode a academia formar professores? Uma experiência de formação de professores de educação física na universidade

2021 ◽  
Vol 14 (2) ◽  
pp. 294
Author(s):  
Deise de Jesus Soares Nunes ◽  
Maria Amélia da Costa Lopes ◽  
Maria Amélia Pina Tomás Veiga
Keyword(s):  
Physical Education ◽  
Social Inclusion ◽  
Teacher Educators ◽  
National Level ◽  
Course Evaluation ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Documentary Analysis ◽  
Dual Identities

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.

scholarly journals 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 ◽  
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.

scholarly journals La formación en contenidos acuáticos del profesorado de Educación Física

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.

Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

2021 ◽  
pp. 1-9
Author(s):  
Carolina Nieva Boza ◽  
Teresa Lleixà Arribas
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Primary Schools ◽  
Social Inclusion ◽  
School Management ◽  
Physical Activities ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Educational Context ◽  
The Social

Purpose: This study seeks to analyze the involvement of the various stakeholders related to the educational context, namely school management team, teaching staff, families, and students, to foster the social inclusion of immigrant girls through their participation in physical activities. Methods: Data consisted of interviews and focus group sessions involving 19 physical education (PE) teachers from state primary schools in Catalonia, Spain. Results: The involvement of the stakeholders can foster greater inclusion of such immigrant girls through initiatives, such as: extracurricular physical activities specifically designed for them; the creation of specific spaces for their physical activities; a greater number of PE class hours for immigrant newcomer pupils; supportive feedback for these girls from PE teachers; and greater consideration of these girls’ interests and preference in PE programming. Conclusion: These findings suggest that the greater the degree of involvement and cohesion among the various parties, the higher the likelihood of successful social inclusion.

scholarly journals Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

2008 ◽  
Vol 27 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Nate McCaughtry ◽  
Kimberly L. Oliver ◽  
Suzanna Rocco Dillon ◽  
Jeffrey J. Martin
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Educators ◽  
Developmental Theory ◽  
Physical Education Teachers ◽  
Cautionary Tale ◽  
Implementation Challenges ◽  
Elementary Physical Education ◽  
Teachers Perspectives

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

scholarly journals Patologías físicas sufridas por los profesores de Educación Física de E.S.O de la provincia de Jaén en su lugar de trabajo(Physical injuries related to workplace conditions in secondary school Physical Education teachers in Jaen)

Retos ◽  
2015 ◽  
pp. 118-121
Author(s):  
María Carrasco Poyatos ◽  
Manuel Vaquero Abellán ◽  
Alberto Espino Poza
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Building Conditions ◽  
Workplace Conditions ◽  
Calidad De Vida ◽  
Physical Injuries ◽  
Safety And Health ◽  
State Administration

La finalidad del presente estudio fue conocer las patologías más frecuentes que afectan a los profesores de Educación Física de E.S.O. de la provincia de Jaén, las bajas que habitualmente les mantienen alejados de su lugar de trabajo y las soluciones que proponen para mejorar su situación laboral y a la vez su salud y su calidad de vida. Participaron 216 docentes de los que se seleccionó al azar una muestra de 50 profesionales. La recogida de datos se llevó a cabo mediante una encuesta original auto cumplimentada. El 30% de la muestra sufrió alguna patología física en su lugar de trabajo. Las patologías más frecuentes fueron: esguince de tobillo (13%) y lumbalgia (10%). La duración de la baja laboral producida por estas patologías fue de 1 a 20 días. Las soluciones que propusieron para reducir la incidencia de lesiones fueron: mejorar los materiales y las instalaciones (72%) y menos horas de trabajo por jornada laboral (20%). En conclusión, las soluciones propuestas por los docentes para reducir la incidencia de estas patologías son competencia de la Administración General del Estado y, por consiguiente, es su labor resolver esta situación para mejorar la seguridad y la salud de sus trabajadores.Abstract: The aim of the present study was to investigate Physical Education teacher’s injuries related to their workplace conditions in the secondary schools from Jaen province, their effect in sick leaves, and the solutions suggested to enhance their health and quality of life. 50 teachers were randomly chosen from a sample of 216 instructors. All teachers filled in a standard questionnaire. 30% suffered any injury in their workplace. The most common injuries suffered were: uncle sprain (13%) and backache (10%). These injuries caused 1 to 20 days long sick leaves. The solutions suggested by those Physical Education teachers were related to change teaching material and building conditions (72%), and to reduce the timetable (20%). In conclusion and owing to legal regulations, General State Administration should improve Physical Education teacher’s workplace conditions in order to keep their safety and health.

scholarly journals LEARNING ENVIRONMENT IN PHYSICAL EDUCATION IN ŠAKIAI AND ŠAKIAI DISTRICT: COMPARATIVE ANALYSIS

2015 ◽  
Vol 3 (98) ◽  
pp. 50-57
Author(s):  
Laima Trinkūnienė ◽  
Edvinas Vensas
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
International Study ◽  
Physical Education Teachers ◽  
Learning Tools ◽  
Education Environment ◽  
Study Programme ◽  
The City ◽  
City Schools

Background. According to various research publications, physical education teachers work in the environment where the teaching process is often hindered by low physical education subject status, insufficient number and quality of lessons, lack of facilities and equipment for learning and the environment which is neither functional nor safe or hygienic. Concerned about pupils’ physical activity decrease in secondary schools, Education and Sports Department of Šakiai District Municipality submitted a request to Physical Education study programme director of Lithuanian Sports University to carry out research revealing the existing situation about physical education and sports infrastructure in Šakiai district secondary schools. The aim of our study was to compare physical education environment in Šakiai and Šakiai district high schools, junior gymnasiums and lower secondary schools. Methods. We used a questionnaire for the survey drafted in the international study by Sport Science and Physical Education Council (ICSSPE / IOC) (Hardman & Marshall, 2009) and other references. During the study, we interviewed 13 physical education teachers from 14 Šakiai city and Šakiai district schools (2 women and 11 men). Results. The quality of learning tools in city schools was seen as excellent or good, while the quantity was also seen only as extensive or above average. Obtained results in the district schools varied, but most of them indicated that the quality (33%) and quantity (50%) was only adequate or sufficient. Physical education subject status in comparison with other subjects in half of the city schools was seen as the same and in the other half – as lower. In most schools in the district, it was seen as the same (92%). City schools did not lack hygienic equipment, but a significant number of district schools did not have changing rooms with lockers and hangers (33%) and showers (25%). In the district schools that had showers, they were not used in 56% of them. Conclusions. Schools in the city are supplied with more and better teaching tools and equipment. Physical Education subject status in half of city schools is perceived as inferior to other subjects. Hygiene conditions in city schools are good compared to the district schools, where they are poor.

scholarly journals Examination of the Opinions of Physical Education and Sports Teachers Working in Private Schools on the Approach of Education, Teaching and Management

2021 ◽  
Vol 7 (2) ◽  
pp. 355
Author(s):  
Abdullah Bingölbalı ◽  
Cumaali Yavuz
Keyword(s):  
Physical Education ◽  
Private Schools ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Physical Education Teachers ◽  
Private Lessons ◽  
Management Processes ◽  
Technological Opportunities ◽  
Depth Interviews

The number of private schools in our country is increasing day by day and they are in demand. As a result of this, an education sector with its own unique working conditions and standards has formed. Based on this situation, it is important for the quality of education to reveal the current situation of private schools regarding the education process from a real, impartial, and different perspective. The aim of this study is to determine the remarks of Physical Education teachers working in private schools on education, training, management processes and parent-student relations in Private Schools. The sample group of this study consists of 20 Physical Education teachers working at private schools in Turkey (in the province of Elazig) and selected according to the criterion sampling method, one of the purposive sampling methods. In the research, semi-structured and in-depth interviews were conducted with 20 teachers by using the phenomenology pattern, one of the qualitative research methods. The collected data were analyzed and themed by content and descriptive analysis methods. It has been determined that the assessment and evaluation made in these schools are not objective and do not reflect the truth. However, it has been observed that all kinds of opportunities are offered in order to increase the learning motivation of students in private education institutions, technological opportunities are high and they are used in the field of education, all kinds of sports and social activities are carried out and these have a positive effect on teaching methods and processes It has been determined in these schools that private lessons are given to some students for money and this is common. It has been observed that this situation affects the perspectives of the teachers towards the students and the students towards the teacher and the lesson and some teachers that direct students to learn formulas and memorize them instead of focusing on their thinking strategies and skills. Emphasis is placed on the selection of school administrators. In addition, it has been determined that parents are closely interested in their students and this situation affects student success closely.

scholarly journals Formación inicial docente en profesores de educación física. Levantamiento de competencias específicas a partir de las necesidades del medio educativo (Initial teacher training in physical education teachers. Determining specific skills based on contextu

Retos ◽  
2018 ◽  
pp. 61-66
Author(s):  
Jacqueline Carmen Paez ◽  
Juan Hurtado Almonacid
Keyword(s):  
Physical Education ◽  
Development Model ◽  
Quality Of Education ◽  
Physical Education Teachers ◽  
Educational Setting ◽  
Initial Teacher Training ◽  
Descriptive Research ◽  
Teachers And Students ◽  
Higher Institutions

En nuestra sociedad existe una constante preocupación por la calidad de la educación y sus procesos, en donde se evidencia como un factor preponderante el desempeño de los profesores. Es a partir de esto que se formuló el siguiente objetivo general: Establecer las competencias específicas que debe poseer el Profesor de Educación Física para desempeñarse en las instituciones escolares, a partir de las consideraciones del medio educativo. Se diseñó una investigación descriptiva bajo un paradigma mixto, en donde se utilizó el modelo de levantamiento de competencias Desarrollo de Curriculum (DACUM), entrevistando a 39 directores y docentes de instituciones escolares y universitarias, para posteriormente jerarquizar estas competencias, aplicando un cuestionario a 801 directores, docentes y estudiantes de ambas instituciones. Las competencias específicas que se levantaron fueron 7 en el área del saber, 5 en el área del hacer y 5 en el área del ser. La competencia que presento una mayor jerarquización fue en el área del ser “Actúa con liderazgo pedagógico motivando a sus estudiantes a participar en el desarrollo de actividades dentro de su comunidad educativa”. En relación a los promedios de jerarquización de las áreas, la mayor jerarquización la obtuvieron las competencias del área del hacer con un promedio de 3.66, luego ser con 3.64 y saber con 3.53. En relación a los actores: los directivos, docentes y estudiantes de las Instituciones Superiores entregaron una jerarquización mayor a las competencias levantadas en comparación a los directivos, docentes y estudiantes de las Instituciones Escolares.Abstract: In our society there is a constant concern for the quality of education and its processes, where teachers’ performance stands out as a preponderant factor. Based on it, the following general objective was formulated: To establish the specific competences that Physical Education Teachers must have to perform in school institutions, taking into account the specific educational setting. A descriptive research was designed under a mixed paradigm, where the curriculum development model (DACUM) was used to interview 39 directors and teachers of schools and higher education institutions, to later hierarchize these competences by applying a questionnaire to 801 directors, teachers, and students from both types of institutions. The specific competences raised were seven in the area of knowledge, five in the area of doing, and five in the area of being. The competence that presented a greater hierarchy was in the area of being: "Acts with pedagogical leadership motivating its students to participate in the development of activities within their educational community". In relation to the averages of hierarchy of the areas, the highest ranking was obtained by the competences of the area of doing with an average of 3.66, followed by being with 3.64, and knowing with 3.53. Regarding the actors: directors, teachers, and students from Higher Institutions attributed higher rankings to the competences raised in comparison to directors, teachers, and students from School centres.

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