scholarly journals Comunidade de prática na formação e desenvolvimento profissional na educação física: uma metassíntese

2020 ◽  
Vol 18 (3) ◽  
pp. 117-123
Author(s):  
Leonardo Ristow ◽  
Ana Flávia Backes ◽  
Daniela Bianchessi ◽  
Vinicius Zeilmann Brasil ◽  
Rodolfo Silva Da Rosa ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Physical Education ◽  
Communities Of Practice ◽  
A Priori ◽  
Systematic Review Methodology ◽  
Physical Education Teacher Education ◽  
Professional Experiences ◽  
Mutual Engagement ◽  
Joint Enterprise

INTRODUÇÃO: A aprendizagem e o desenvolvimento profissional em Educação Física ocorrem em diferentes contextos. Entre eles, as comunidades de prática são consideradas um contexto promissor, pois possibilitam a participação ativa, envolvendo os membros em um ambiente colaborativo onde o aprendizado e o desenvolvimento ocorrem com e através das relações pessoais. OBJETIVO: Desse modo, o objetivo deste estudo foi realizar uma metassíntese a respeito dos fatores que influenciam o desenvolvimento e manutenção das comunidades de prática de professores e futuros professores de Educação Física.MÉTODOS: A metassíntese é uma metodologia de revisão sistemática que sintetiza os resultados de estudos qualitativos em categorias. Os resultados dos estudos originais foram analisados e sintetizados a partir da análise de conteúdo. As categorias foram determinadas a priori: engajamento mútuo, empreendimento em conjunto e repertório compartilhado.RESULTADOS: Os resultados dos 16 estudos selecionados nos indicam que as comunidades de prática na formação e no desenvolvimento profissional tem origem a partir das necessidades dos interessados. A negociação quanto ao tema ou conteúdo dos encontros ocorreram tanto no início quanto ao longo dos encontros. A comunidades de prática apresentaram diferentes objetivos: aprender a ensinar Educação Física, aprender a implementar modelos de ensino, elaborar um novo currículo, aprender a aplicar uma determinada abordagem de ensino e aperfeiçoar práticas de ensino. Já a manutenção ocorreu a partir das trocas de experiências profissionais e das relações pessoais informais em diferentes contextos: em redes sociais, no estágio obrigatório do curso de graduação, na disciplina do curso de graduação e encontro de grupos de professores. Vale destacar o papel do facilitador para que o repertório compartilhado fosse criado. CONCLUSÃO: Em suma, as comunidades de prática se apresentam como um excelente contexto de aprendizagem e desenvolvimento profissional, já que as comunidades de prática investigadas parecem ter satisfeito as necessidades dos participantes.ABSTRACT. Community of practice in physical education teacher education and professional development: a metasynthesis.BACKGROUND: Learning and professional development in Physical Education occur in different contexts. Among them, communities of practice are considered to be a promising context as they enable active participation. Engaging members in a collaborative environment where learning and development take place with and through personal relationships.OBJECTIVE: Thus, the aim of this study was to carry out a meta-synthesis about the factors that influence the development and maintenance of communities of practice for teachers and future Physical Education teachers.METHODS: Metasynthesis is a systematic review methodology that synthesizes the results of qualitative studies in categories. The results of the original studies were analyzed and synthesized from the content analysis. The categories were determined a priori: mutual engagement, joint enterprise and shared repertoire.RESULTS: The results of the 16 selected studies indicate that the communities of practice in teacher education and professional development originate from the needs of those interested. Negotiations regarding the theme or content of the meetings took place both at the beginning and throughout the meetings. The communities of practice had different objectives: learn to teach Physical Education, learn to implement teaching models, develop a new curriculum, learn to apply a particular teaching approach and improve teaching practices. Maintenance, on the other hand, occurred based on the exchange of professional experiences and informal personal relationships in different contexts: in social networks, in the mandatory stage of the undergraduate course, in the subject of the undergraduate course and meeting of groups of teachers. It is worth highlighting the role of the facilitator so that the shared repertoire was created.CONCLUSION: In short, communities of practice present themselves as an excellent context for learning and professional development, since the communities of practice investigated seem to have satisfied the needs of the participants.

Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis

2020 ◽  
pp. 002248712096495
Author(s):  
Andrew J. Schiera
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Communities Of Practice ◽  
Learning Theories ◽  
Professional Educators ◽  
Mutual Engagement ◽  
Core Practices ◽  
Social Justice Educators ◽  
Joint Enterprise ◽  
Horizontal Expertise

The Core Practices Movement (CPM) and Social Justice Teacher Education (SJTE) represent two communities of practice within which novices develop as professional educators. However, there is little dialogue about how they might collaborate to develop novice social justice educators, and the critiques and recommendations that do cross movements originate from divergent theoretical starting points. Possibilities for convergence within the learning theories that underpin CPM and SJTE are explored, examining how social learning theories might be infused with, and enveloped within, critical learning theories. This article thus re-presents teacher education as a “community of praxis.” Within each of its three hybrid dimensions—a shared repertoire of practice/praxis, mutual engagement of vertical and horizontal expertise, and joint enterprise of professional and political aims—possibilities for developing novice social justice educators are described, and tensions at the intersection of justice and practice in teacher education are explored.

The Possibilities of “Doing” Outdoor and/or Adventure Education in Physical Education/Teacher Education

2016 ◽  
Vol 35 (4) ◽  
pp. 299-312 ◽  
Author(s):  
Sue Sutherland ◽  
Maureen Legge
Keyword(s):  
Teacher Education ◽  
Data Analysis ◽  
Physical Education ◽  
Cultural Context ◽  
Teacher Educators ◽  
Adventure Education ◽  
Physical Education Teacher ◽  
Systematic Review Methodology ◽  
Education Teacher ◽  
Physical Education Teacher Education

Background:Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education.Purpose:This manuscript; explores and critiques a range of national and international perspectives on models based practices in OAE; challenges what stands for teaching OAE in PETE; and offers suggestions for future practice and research. Method: Papers were selected through a systematic review methodology.Data analysis:Using a process of inductive analysis and constant comparison we identified two main themes: Ways of doing this in PE and Ways of doing this in PETE.Discussion/Conclusion:Future recommendations include the pedagogical relevance and importance of understanding the socio-cultural context, the challenge of adventure education being a controlled orchestration and the need to pedagogically change the key of this orchestration, and employing innovative methodological approaches to further explore these issues.

Learning and the development of professional practice of GP appraisers

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697409
Author(s):  
Rachel Locke ◽  
Jane Bell ◽  
Samantha Scallan ◽  
Bee Ozguler ◽  
Susi Caesar
Keyword(s):  
Communities Of Practice ◽  
Professional Practice ◽  
A Priori ◽  
Formal System ◽  
Socially Constructed ◽  
Mutual Engagement ◽  
The Social ◽  
Joint Enterprise ◽  
Depth Interviews

BackgroundAn additional portfolio role GPs can take on is as an appraiser. Whilst clinical and education roles are well-defined, less is known about how appraisers learn the skills to appraise and develop their own repertoire of practice.AimParticipating in groups can be a way of learning and improving professional practice. This study uses insights from ‘communities of practice’ (COP) as a way of understanding an under-explored aspect of the development of appraisers.MethodIn-depth interviews with appraisers (both new and long established i.e. ‘lead appraisers’) were analysed using Saldana’s (2016) approach2 to coding and interpretation of qualitative data. The methodology foregrounds constructivist interpretation based on a theory of learning that situates learning within the social milieu of practice and a view of the world as socially constructed. The researchers’ part in this process is to make interpretations through engagement with data.ResultsCOP is used as a conceptual framework drawing on ‘mutual engagement’, ‘joint enterprise’ and ‘shared repertoire’ as a priori codes.3 The setting is a country where a system of appraisal was introduced in 2009 and prior to this there was no formal system. Studying appraisers in a new, unfamiliar setting makes learning more apparent.ConclusionThis study is part of on-going work looking at the role of the medical appraiser. The paper draws out implications for the development of this new professional group.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

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