The Extent of Physical Education Teachers' Possession of Technological Competencies and Practicing It in Second Phase from Basic Education

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

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School physical education

Quaestio revista de estudos em educação ◽

10.22483/2177-5796.2020v22n3p699-719 ◽

2020 ◽

Vol 22 (3) ◽

pp. 699-719

Author(s):

Walter Roberto Correia ◽

Sergio Roberto Silveira

Keyword(s):

Physical Education ◽

Physical Education Teachers ◽

Second Phase ◽

School Knowledge ◽

Academic Position ◽

Two Phases ◽

Do So

This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowledge related to the curriculum component Physical Education, aiming at contributing to a legitimacy of the Physical Education itself in the academia. In the second phase, the question is properly and profitably addressed so to justify the seminar’s time and social place, targeting the teaching and the building of different kinds of knowledge through it. In this last phase, it is noticed an increase in the number of participants and also in the number of presentations, showing that the path chosen with locus on the teaching was right. Finally, once the analysis of the editing of the XV Seminar of School Physical Education is finished, it is put in this essay the challenge to think and project seminars to the next decade.

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Perfil sociodemográfico e preocupações dos professores de educação física do município de Cianorte – Pr

Caderno de Educação Física e Esporte ◽

10.36453/2318-5104.2019.v17.n1.p119 ◽

2019 ◽

Vol 17 (1) ◽

pp. 119-128

Author(s):

Fernanda Herran Fernandes ◽

Anderson Gerim Rowiecki ◽

Suelen Vicente Vieira

Keyword(s):

Social Context ◽

Teacher Training ◽

Physical Education ◽

Family Structure ◽

Physical Education Teachers ◽

Second Phase ◽

Teacher Concerns ◽

Teaching Career ◽

Sociodemographic Variables ◽

The Impact

Introdução: Durante a carreira docente, diversos fatores influenciam o percurso profissional docente, dentre eles as preocupações docentes. Elas são organizadas em três dimensões: Consigo, Tarefa e Impacto da Tarefa, que acometem os professores em sua atuação pedagógica. Objetivo: Nesse sentido, a presente pesquisa teve como objetivo identificar as preocupações de professores de Educação Física que atuam na rede municipal de Cianorte-PR considerando as variáveis sociodemográficas. Métodos: Caracteriza-se como uma pesquisa descritiva exploratória. Para a coleta dos dados, na primeira fase da investigação, participaram 14 professores de Educação Física do município de Cianorte – Paraná, que responderam um questionário sociodemográfico e a Escala de Preocupações dos Professores. Na segunda fase, foi realizada uma entrevista semiestruturada com oito professores, relacionando as variáveis sóciodemográficas com as preocupações no âmbito de sua atuação docente. Para análise dos dados quantitativos utilizou-se da análise estatística indutiva, empregando o teste de Shapiro-Wilk, e o Teste Prova U de Mann Whitney para comparar as médias das dimensões de preocupações conforme as variáveis sociodemográficas. Para os dados qualitativos, utilizou-se a análise de conteúdo. Resultados: Os professores investigados são em sua maioria jovens e com pouco tempo de carreira docente. No entanto, apresentam menor preocupação com a dimensão Consigo e o maior índice se expressa na dimensão Impacto da Tarefa. Em relação à idade, os professores que possuem até 29 anos têm maior preocupação com a dimensão Tarefa, enquanto que os professores que possuem 30 anos ou mais concentram suas preocupações na dimensão Impacto da Tarefa. Destaca-se que foram identificadas, com relevância, outras preocupações docentes, a Estrutura Familiar/Contexto Social e Formação Docente, que não estão presentes na teoria das preocupações. Conclusão: As dimensões apresentadas por Fuller e Bown, acometem os professores analisados. Além disso, outras preocupações foram evidenciadas como: Estrutura Familiar/Contexto Social e Formação Docente.ABSTRACT. Sociodemographic profile and concerns of physical education teachers of Cianorte – Paraná. Background: During the teaching career, several factors influence the professional career of teachers, among them the teachers’ concerns. They are organized in three dimensions: Dimension for Self, Dimension Task e Dimension Impact of Task. Objective: In this sense, the present research had as objective to identify the concerns of Physical Education teachers working in the municipal network of Cianorte-PR considering the sociodemographic variables. Methods: It is characterized as an exploratory descriptive research. In order to collect the data, in the first phase of the investigation, 14 Physical Education teachers from the city of Cianorte - Paraná (Brazil) participated, who answered a sociodemographic questionnaire and the Teacher Concerns Scale. In the second phase, a semistructured interview was conducted with 8 teachers, associating the sociodemographic variables with the concerns of the teaching performance. For the analysis of the quantitative data, it was used the inductive statistical analysis using the Shapiro-Wilk test and the Mann Whitney Test U test to compare the averages of the dimensions of concerns according to sociodemographic variables. For the qualitative data, the content analysis was used. Results: The teachers investigated are mostly young and with little teaching career time. However, they are less concerned with the Dimension for Self and the higher level of concern expressed in the Dimension Impact of Task. Teachers who are up to age 29 are more concerned with task dimension, while teachers who are age 30 or older focus their concerns on the Impact of Task dimension. Other teacher concerns were identified with relevance, Family Structure/Social Context and Teacher Training, which are not present in the theory of concerns. Conclusion: The dimensions presented by Fuller and Bown affect the teachers analyzed. In addition, other concerns were highlighted as: Family Structure/Social Context and Teacher Training.

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Dilemmas, Challenges and Strategies of Physical Education Teachers-Researchers to Combat Covid-19 (SARS-CoV-2) in Brazil

Frontiers in Education ◽

10.3389/feduc.2021.583952 ◽

2021 ◽

Vol 6 ◽

Author(s):

Antonio Jansen Fernandes da Silva ◽

Cybele Câmara da Silva ◽

Rafael de Gois Tinôco ◽

Allyson Carvalho de Araújo ◽

Luciana Venâncio ◽

...

Keyword(s):

Physical Education ◽

Social Isolation ◽

Basic Education ◽

Paulo Freire ◽

Educational Process ◽

Protective Measure ◽

Physical Education Teachers ◽

Way Of Life ◽

Teacher Researchers ◽

The World

This paper addresses the challenges presented by the coronavirus pandemic in Brazil, questioning the strategies and the dilemmas shown by teacher-researchers in Physical Education in tackling Covid-19 (SARS-CoV2). The Covid-19 pandemic has had significant social impacts, such as the sudden interruption of basic education activities in Brazil, due to the need for social isolation. Brazilian basic education comprehends schooling from early childhood education (similarly to kindergarten and preschool in other countries) and elementary school (1st–9th grades) to high school (10th–12th grades). Measures taken as precautions have demanded an overhaul of the teaching systems, pedagogical structures, and strategies for interaction, almost all of these being involved in a teaching process that is mediated by digital technologies. Therefore, one asks just how Physical Education teachers and their respective teaching networks get organized when faced with social isolation, with regard to work strategies for ways to relate to knowledge. The main objective of this article is analysing the pedagogical experiences of teacher-researchers–teachers from state-owned schools and university researchers–in four Brazilian states, namely Ceará, Pará, Rio Grande do Norte and São Paulo, in order to discuss the implications upon Physical Education in schools, as a way to tackle the pandemic through social isolation. This is an exploratory and descriptive study that makes use of narratives. It also includes a project for intervention. The design of this analysis is inspired by the methodological structures of pedagogical cases, which includes narrative accounts, the shared analysis of these accounts by different teachers and researchers, and the synthesis of the analyses in the form of a balance of experiences. There are three dimensions that are integrated into the relationship to knowledge–identitary, social and epistemic dimensions–, that are essential for the Physical Education teachers who narrate the situations they have experienced. Here we consider that the educational process must not be reduced to a mere transmission of information through technological resources and digital platforms. One must also accept and acknowledge that complex teaching situations are inserted in the relationships to knowledge. As such, they must not be regarded as generic and fragmented. The purpose of the intervention project is to collaborate with the practices of Physical Education teachers seeking to prevent, identify, and report on cases of Covid-19 among students and their family members. Social isolation has been the most efficient protective measure to reduce the impact of the spread of the virus, but it comes up against problems to be addressed in Brazil, such as subnotification of cases. In this regard, the project makes a significant contribution toward the fight against the SARS-CoV-2 pandemic. In a certain way, it connects public health actions and the development of communication aids, as well as applications for building of awareness of prevention of health risks, assistance to the most vulnerable and/or isolated people, prevention of the psychological impacts of the health crisis, and the tackling of violence against children during the confinement. Many are, and many shall be, the impacts of Covid-19 upon Brazil and upon the world as a whole. Apart from health and the economy, the pandemic we now face shall have an influence on our system of values and, hence, on our choices and our way of life. This link also becomes explicit when Paulo Freire views education as a political act, with the main intention of stimulating the potential of understanding reality, or in other words “reading the world”, a condition to take part in the organisation of this world. It would not be possible to take social action without taking sides, without making choices; and these choices are firmly anchored to a socially constructed system of values. According to Paulo Freire, this human action should be conscientious. The main role of the educational process should be that of constructing this awareness. Therefore, thinking over the values that guide us is of paramount importance. In current reality, faced with a health problem that interferes with our way of life and in the adoption of a given system of values, education should play a key role for the creation of opportunities to think over values and their reformulations.

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Embeddings or disembeddings? A discussion about Physical education and proposals for high school

Journal of Physical Education ◽

10.4025/jphyseduc.v31i1.3107 ◽

2020 ◽

Vol 31 (1) ◽

Author(s):

Roseli Belmonte Machado ◽

Denise Grosso Da Fonseca ◽

Natacha da Silva Tavares

Keyword(s):

High School ◽

Secondary Education ◽

Physical Education ◽

Basic Education ◽

Educational Policies ◽

Physical Education Teachers ◽

Teaching Model ◽

Pedagogical Practice ◽

Last Stage ◽

The Relationship

In addition to discussing Physical Education and its curricula from the advent of recent educational policies, this article also proposes to move an important debate on the last stage of Basic Education, High School. This article presents analyses developed from the research that aimed to reflect on the inclusion of Physical Education in the Languages Area, discussing the relationship between the curricular proposals for Basic Education and the pedagogical practice of Physical Education teachers in High School. The methodology was based on Foucault’s studies. We intend to show that projects for training and formatting individuals have been placed in society and the current Brazilian reality, especially in the case of secondary education. We understand that these training projects are transposed with other discourses in order to gain the empathy and compliance of the population, which had long been questioning the organization and the teaching model. However, this is in fact a setback because, instead of reformulating methodologies and allowing knowledge to make sense for students, it causes them to remove from their formation that which does not seem interesting or useful to them, and, if in the future these individuals identify those gaps, they will be solely responsible for solving them.

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DEVELOPMENT OF COMPETENCES IN THE USE OF THE ICT IN BASIC EDUCATION TEACHERS

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol5.iss6.734 ◽

2017 ◽

Vol 5 (6) ◽

pp. 236-250

Author(s):

Sergio Humberto Quiñonez Pech ◽

Mirsa Yaneli Moo Chuc ◽

José Israel Méndez Ojeda

Keyword(s):

Information And Communication Technologies ◽

Basic Education ◽

Knowledge Society ◽

Communication Technologies ◽

Theory And Practice ◽

Second Phase ◽

Dynamic Learning ◽

Information And Communication ◽

Technological Competencies ◽

Mixed Approach

The study of the training of Basic Education teachers and the development of their technological competencies in this era called "The knowledge society" is a prevailing necessity, so this research aimed to identify the training needs of teachers An institution of basic education, belonging to the private sector of the State of Yucatan in the use of Information and Communication Technologies (ICT). The methodology used was based on the mixed approach (quantitative and qualitative), this allowed to perceive in an integral way the real situation of the teachers in the use and training in the ICT area. In the first phase of the study, a needs assessment was carried out, which was used to design and develop a Blended Learning (B-learning) course in the Modular Object Oriented Dynamic Learning Environment (MOODLE). The second phase was worked out the structure and logistics for its implementation; And finally, the results were analyzed and the conclusions were established. And finally, the results were analyzed and the conclusions were established. Among the important findings it was found that theory and practice are elements that must be worked together, simultaneously, in a way that they assist one another in the training course in the use of ICT. This way, an atmosphere of security and confidence is generated between the teacher and the student during their learning process.

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Effect of Knowledge on Pupils’ Physical Abilities

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v3i74.422 ◽

2018 ◽

Vol 3 (74) ◽

Author(s):

Aurimas Medonis ◽

Vincentas Blauzdys

Keyword(s):

Physical Education ◽

Basic Education ◽

Young Person ◽

Experimental Program ◽

Physical Education Teachers ◽

Education Standards ◽

Physical Exercises ◽

Before And After ◽

Physical Abilities ◽

General Physical

National educational institutions constantly endeavor their efforts at development of democracy and humanism. In the process of pupils’ development as a personality, a very important role for democracy appears to be school physical education, as it affords necessary knowledge and develops skills for its purposeful application both in physical education lessons and at their leisure time. However, research data show that still many pupils do not possess appropriate knowledge and skills for a conscious and purposeful choise of physical education content, as well as for grounding its application technologies by valid reasons. Searching for the answer, the object of the research was physical education knowledge, and the aim of the research was targeted at the establishment of the 10th form schoolboys’ physical education knowledge effect on the change of their physical abilities. The article provides analysis of the 10th form schoolboys’ need for physical education knowledge by their self-compiled and performed complexes of physical exercises. This need is discussed referring to General Physical Education Program and Education Standards (2003). The object of this research is a part of pupils’ physical education content and methods, and, what is most important — it is in relation with values and objectives which base school activity, as well as with contemporary physical education and self-education holistic trend. Following this attitude, the participants of the research were not stimulated for the development of maximum physical abilities, they were expected to improve their physical fitness moderately, following the guidelines established in General Program and Education Standards. The methods applied in the research were the following: analysis of literature, questionnaire survey, testing of physical abilities and statistical analysis. Having performed the educational experiment, it was established that purposeful and consistently compiled development system of physical abilities which is based on natural physical activity of a young person, his physical capacities and needs, improves attitude towards self-exercising during physical education lessons, also stimulates to achieve more knowledge from physical education teachers, and due to this increases satisfaction with physical education lessons. The working assumption stating that personally compiled physical education exercises complex for development of their weaker physical abilities will be more effective for the improvement of attitude towards self-exercising during lessons, as well as sporting activities when the lessons are over. However, it is essential to indicate the fact that a certain part of the investigated schoolboys maintained the same low level of knowledge both before and after the experiment. Bearing this in mind, and referring to Primary and Basic Education General Programs (2008), physical education teachers should supply physical education knowledge, and pupils should perceive it and use it in a more effective way. Schoolboys of E group (carrying out the experimental program) throughout the whole experiment period exposed higher results of physical abilities compared to K group results. The better results were influenced by personal physical education and self-education motives and aims, possibility to compile physical exercises complex and perform it.Keywords: pupils’ knowledge, effect, physical abilities.

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Elaboración y validez de un cuestionario de las habilidades motrices iniciales para estudiantes de enseñanza media chilena (Preparation and validation of a questionnaire on initial motor skills for students in Chilean secondary education)

Retos ◽

10.47197/retos.v38i38.75537 ◽

2020 ◽

pp. 465-471

Author(s):

Cristian José Oñate Navarrete ◽

Albert Batalla Flores ◽

Jacqueline Del Carmen Paez Herrera

Keyword(s):

Secondary Education ◽

Physical Education ◽

Motor Skills ◽

Basic Education ◽

The State ◽

Second Phase ◽

Education Curriculum ◽

The Third ◽

Third Phase ◽

Pilot Sample

El siguiente artículo presenta la elaboración y validación de un cuestionario de habilidades motrices que mida el estado de dichas habilidades a través de la percepción de las y los profesores de Educación Física (EF) en Chile durante la transición de la enseñanza básica hacia la enseñanza media para desempeñarse correctamente en las clases de EF. Para dicha validación se ha considerado un modelo de habilidades motrices. En una primera fase se realizó el análisis y vaciado del currículum de Educación Física chileno de 7º básico a 4º año medio para luego dar paso a una segunda fase de la creación del cuestionario y posteriormente realizar la validación de contenido, de constructo y la fiabilidad del instrumento en una tercera fase a través de la recogida de datos en una muestra piloto. A partir de los datos mostrados, se concluye que el instrumento creado es válido y fiable. Abstract. This article presents the elaboration and validation of a motor skills questionnaire that measures the state of these skills through the perception of Physical Education (PE) teachers in Chile during the transition from basic education to secondary education, so to be able to perform correctly in PE classes. For this validation, a model of motor skills has been considered. In the first phase, the analysis and emptying of the Chilean Physical Education curriculum from 7th grade to 4th year was carried out; in the second phase, the questionnaire was created and subsequently its content was validated, alongside with its construction and reliability were assessed in the third phase by collecting data from a pilot sample. From the data shown, it is concluded that the instrument created is valid and reliable.

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Negociando el currículum en educación física. Una propuesta práctica de cogestión (Negotiating the curriculum in physical education. A practical proposal of co-management)

Retos ◽

10.47197/retos.v0i29.39107 ◽

2015 ◽

pp. 223-228

Author(s):

Daniel Martos Garcia ◽

Esther Tamarit López ◽

Guillem Torrent Benavent

Keyword(s):

Physical Education ◽

Participant Observation ◽

Collaborative Work ◽

Physical Education Teachers ◽

Second Phase ◽

School Year ◽

Practical Proposal ◽

Group Interviews ◽

State Schools

Este artículo tiene como finalidad describir críticamente el proceso de negociación del currículum en Educación Física en las etapas de secundaria y bachillerato, poniendo encima de la mesa los problemas que pueden surgir y aportando algunas soluciones para difundir su uso y aumentar de este modo la participación del alumnado en los procesos educativos. Esta propuesta está fundamentada en los resultados obtenidos en un estudio de casos en que participaron dos centros públicos de la Comunidad Valenciana: a) un grupo de 3º de secundaria con 17 alumnos y b), en una segunda fase, un grupo de 1º de bachillerato con 19 alumnos. El estudio, en que participaron los dos profesores de Educación Física, se desarrolló mediante la recolección de datos cualitativos a través de la observación participante y no participante, entrevistas grupales, cuestionarios de respuesta abierta y recopilación de documentación diversa. A la vista de los resultados, se discuten los problemas surgidos y sus soluciones, como: a) el conflicto que puede generar este tipo de iniciativas, que exigen diálogo y transparencia; b) la falta de tiempo para desarrollar oportunamente dichas innovaciones, que requiere dedicarle más sesiones durante el curso; c) el hecho de no poder cerrar la programación al inicio del curso, lo que se solucionaría con un deseado trabajo en grupo de todo el departamento; y, d) la barrera que supone la falta de formación del profesorado a la hora de afrontar este tipo de innovaciones. En conclusión, se demandan investigaciones colaborativas al respecto. Abstract. This paper aims to critically describe the process of negotiating the Physical Education curriculum in Secondary Education and Sixth Form, pointing out the problems that may arise and some solutions in order to spread their use and improve students’ participation in their own education process. This proposal is based on the results of a case study carried out in two state schools of Valencia. In a first stage, a group of Year 10 participated with 17 pupils and, in a second phase, a group of Year 12 participated with 19 students. Also, two Physical Education teachers were involved in the study. It was developed by collecting qualitative data through participant and non-participant observation, group interviews, open-answered questionnaires and gathering of different documents. Based on the results, problems encountered and solutions are discussed, such as: a) conflicts from negotiating since it demands dialogue and transparency; b) time to develop innovations properly, considering that more sessions are required during the school year; c) to submit an initial syllabus planning not closed but accessible to changes, which would demand a collaborative work among teachers; d) or adequate teacher training to deal with this type of innovations, which would be more easily accomplished by getting involved in proposals of collaborative research.

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Teaching Competencies and Job Satisfaction among Basic Education Teachers

Modern Applied Science ◽

10.5539/mas.v13n2p140 ◽

2019 ◽

Vol 13 (2) ◽

pp. 140

Author(s):

Abdullah Saif AlTobi ◽

Muhannad Al-Shboul ◽

Adnan Aldoulat ◽

Nabeelah Al-Halalsheh ◽

Hadeel Aldoulat

Keyword(s):

Job Satisfaction ◽

Public Schools ◽

Physical Education ◽

Basic Education ◽

Physical Education Teachers ◽

Validity And Reliability ◽

Spring Semester ◽

Satisfaction Scale ◽

Teaching Competencies ◽

Moral Economic

This study aimed to identify the teaching competencies and job satisfaction among basic education teachers.To achieve the objectives of the study, two study tools, teaching competencies questionnaire and job satisfaction scale, were applied. The study followed a descriptive methodology; its sample consisted of (65) male and female teachers from public schools at Al-jam'a directorate of education in Amman, for the spring semester of the academic year 2014/2015; the participants were chosen randomly. For the purpose of statistical analysis, means and standard deviations were computed. However, the validity and reliability tests were conducted for the study tools. Thus, Cronbach alpha coefficient were applied to measure the reliability of first tool and second tool of the study, which were (0.869 and 0.857) respectively. The results of the study revealed that the level of the teaching competencies possessed by physical education teachers on the total score was high, and the level of job satisfaction possessioned by physical education teachers on the total score was moderate. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the three domains of teaching competencies (planning competencies, implementation competencies, and evaluation competencies). In the light of the results of the study, the study concluded a number of recommendations including: inclusion the teaching competencies to be met by physical education teachers in preparation and teacher training programs; and pay attention to the moral, economic, and social aspects of physical education teachers.

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