Residência Pedagógica espelhada na Residência Médica: formação de professores sob nova perspectiva?

INTRODUÇÃO: O programa de Residência Pedagógica é um modelo de formação profissional para cursos de licenciatura, sendo um programa integrado a Política Nacional de Formação de Professores, cujo intuito está no aperfeiçoamento prático por meio da inserção do acadêmico no ambiente escolar. Este programa surgiu com inspiração na Residência Médica, sendo esta uma modalidade de ensino de pós-graduação destinada a médicos já graduados, como forma de especialização clínica. OBJETIVO: Analisar as aproximações e distanciamentos entre o programa na área da Educação Física em relação ao programa da área médica a partir da percepção de coordenadores das áreas de uma universidade pública do Paraná. MÉTODOS: A pesquisa é caracterizada como de abordagem qualitativa, com foco no estudo de caso. Foram entrevistados 4 coordenadores de curso e de programa de residência vinculados aos cursos de Medicina e Educação Física. A análise dos dados foi baseada no princípio de categorização temática com foco na análise de conteúdo. RESULTADOS: Os resultados mostram que há diferenças significativas entre as propostas, tendo a residência médica uma formação em nível de pós-graduação enquanto a residência pedagógica uma formação inicial, isso reflete as definições estruturais e conceituais sobre a forma de inserção de tais modelos formativos no ambiente de atuação profissional. CONCLUSÃO: Conclui-se que o propósito de formação em licenciatura com base em modelos de residência profissional possibilitam novas experiências e caminhos, mas que ainda estão distantes do modelo ofertado na área médica.ABSTRACT. Mirrored Pedagogycal Residence in the Medical Residence: teacher training about new perspective?BACKGROUND: The Pedagogical Residency program is a model of professional training for undergraduate courses, being an integrated program the National Policy of Teacher Training, whose purpose is in practical improvement through the insertion of the academic in the school environment. This program was inspired by the Medical Residency, which is a graduate teaching modality for physicians already graduated, as a form of clinical specialization. OBJECTIVE: To analyze the approximations and distances between the program in the area of Physical Education in relation to the medical program in a public university in Paraná. METHODS: The research is characterized as qualitative, focusing on the case study. Four coordinators of courses and residency programs linked to medical and physical education courses were interviewed. Data analysis was based on the principle of thematic categorization with a focus on content analysis. RESULTS: The results show that there are significant differences between the proposals, with medical residency training at the graduate level while the pedagogical residency is an initial formation, this reflects the structural and conceptual definitions on the way of insertion of such formative models in the professional environment. CONCLUSION: It is concluded that the purpose of teacher training based on professional residency models enables new experiences and paths, but which are still distant from the model offered in the medical area.

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O PIBID E A APROXIMAÇÃO ENTRE UNIVERSIDADE E ESCOLA: IMPLICAÇÕES NA FORMAÇÃO PROFISSIONAL DOS PROFESSORES

Atos de Pesquisa em Educação ◽

10.7867/1809-0354.2015v10n2p369-392 ◽

2015 ◽

Vol 10 (2) ◽

pp. 369 ◽

Cited By ~ 1

Author(s):

Neusa Banhara Ambrosetti ◽

Ana Maria Gimenes Corrêa Calil ◽

Marli Eliza D. Afonso André ◽

Patrícia C. Albieri Almeida

Keyword(s):

Teacher Training ◽

Prospective Teachers ◽

School Environment ◽

Professional Training ◽

Training Model ◽

Sao Paulo ◽

São Paulo ◽

Scholarship Students ◽

Scholarship Program ◽

Favorable Conditions

ResumoO trabalho é um relato de pesquisa que toma como foco o PIBID − Programa de Bolsa de Iniciação à Docência proposto pela CAPES −, com o objetivo de verificar em que medida essa experiência vem contribuindo para superar o distanciamento entre os espaços da formação e do exercício profissional. Alem disso, pretendeu-se averiguar as implicações desse Programa para a universidade e para as escolas, bem como para a formação dos profissionais envolvidos. Com o propósito de conhecer o ponto de vista dos participantes foram realizados seis grupos de discussão, dos quais quatro com alunos bolsistas de diferentes licenciaturas, um grupo com professores supervisores que acompanham os bolsistas nas escolas parceiras, e um grupo com professores que atuam como coordenadores do PIBID. Todos os participantes estão vinculados ao Programa em uma universidade localizada no interior do estado de São Paulo. Ainda que não se possa falar em um novo modelo formativo, os dados sugerem que, ao promover a aproximação entre universidade e escola e criar condições favoráveis à inserção dos professores em formação no ambiente escolar, o Programa PIBID tem um potencial transformador que pode beneficiar sujeitos e instituições, favorecendo a formação profissional dos licenciandos e criando possibilidades para a constituição de um espaço privilegiado de trabalho e formação.AbstractThis paper presents research data whose focus is the PIBID – Teaching Initiation Scholarship Program proposed by CAPES - to ascertain to in what extent this experience has contributed to overcome the gap between the spaces of teacher training and professional work. In addition, we sought to determine effects of this program for university and schools, as well as for the training of the professionals involved. In order to know the views of the participants six focus groups were conducted, four of which with scholarship students of different areas, a group with supervising teachers from partner schools, and a group of teachers educators who are coordinators in the PIBID. All participants are tied to a university program in the state of São Paulo. Even though we can not speak of a new teacher training model, the data suggest that, as it promotes closer links between university and school and creates favorable conditions for the insertion of prospective teachers in the school environment, the PIBID Program has a transformative potential that can benefit subjects and institutions, collaborating with the professional training of undergraduates and creating possibilities for setting up a special space of work and training.Key words: initial teacher training; PIBID; professional development

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Physical Education Teacher Training: the Challenges of Teaching Legitimation in the Debate Center

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2021v22n3p440-449 ◽

2021 ◽

Vol 22 (3) ◽

pp. 440-449

Author(s):

Ivan Carlos Bagnara ◽

Paulo Evaldo Fensterseifer ◽

Sidinei Phitan da Silva

Keyword(s):

Teacher Training ◽

Physical Education ◽

School Environment ◽

National Curriculum ◽

Point Of View ◽

The Political ◽

Initial Training ◽

Curriculum Guidelines ◽

Political Challenge ◽

Epistemological Debate

Abstract This study aims to analyze the way the themes related to the political, curricular and didactic aspects, are being addressed by publications related to Initial Training (IT) at the Physical Education (PE) degree level. Thereunto, a bibliographic research was developed, taking as a background the productions published from 2013, linked to the Brazilian College of Sport Sciences. Thus, from 708 publications, 29 texts addressed the theme and constituted the final sample. From the political point of view, it is clear that most concerns are related to the National Curriculum Guidelines and not to the formation of a subject with the political capacity to teach. In the curricular perspective the studies address themes related to the contents of Initial Training (IT), curricular internships/Pibid, epistemological debate, curricular fragmentation and the division of formation. Concerning the didactic aspects, themes emerged which were associated mainly to supervised internships. Thus, we have the impression that IT is not developing a training process capable of translating into the school environment the legal and theoretical gains that the area has achieved in recent decades, which could help overcome the gap that the Brazilian School Physical Education (SPE) has experienced since it has entered into crisis. Keywords: Teacher Training. Political Challenge. Curriculum Challenge. Didactic Challenge. ResumoEste estudo tem como objetivo analisar a forma como as temáticas referentes aos aspectos políticos, curriculares e didáticos, estão sendo tratadas pelas publicações relacionadas à Formação Inicial (FI) em nível de licenciatura em Educação Física (EF). Para isso, desenvolvemos uma pesquisa bibliográfica, tomando como pano de fundo as produções publicadas a partir de 2013, vinculadas ao Colégio Brasileiro de Ciências do Esporte. Assim, de 708 publicações, 29 textos abordavam a temática e constituíram a amostra final. Do ponto de vista político, percebe-se que a maioria das preocupações estão relacionadas com as Diretrizes Curriculares Nacionais e não com a formação de um sujeito dotado de capacidade política para exercer a docência. Na perspectiva curricular os estudos abordam temas ligados aos conteúdos da Formação Inicial (FI), estágios curriculares/Pibid, debate epistemológico, fragmentação curricular e a divisão da formação. Acerca dos aspectos didáticos, emergiram temáticas vinculadas principalmente aos estágios supervisionados. Dessa forma temos a impressão de que a FI não está desenvolvendo um processo formativo capaz de traduzir no ambiente escolar os ganhos legais e teóricos que a área conseguiu nas últimas décadas, os quais poderiam ajudar a superar o hiato que vive a EFE brasileira desde que entrou em crise. Palavras-chave: Formação de Professores. Desafio Político. Desafio Curricular. Desafio Didático.

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A Universidade e seu papel na formação de recursos humanos para atuar com pessoas com deficiencias na área do esporte adaptado

Cadernos de Educação Tecnologia e Sociedade ◽

10.14571/brajets.v11.n1.176-185 ◽

2018 ◽

Vol 11 (1) ◽

pp. 176

Author(s):

Paulo Roberto Brancatti

Keyword(s):

Teacher Training ◽

Physical Education ◽

Initial Phase ◽

Professional Training ◽

Disable People ◽

Adapted Physical Education ◽

Theoretical Studies ◽

Education Professional ◽

Recursos Humanos ◽

Higher Institutions

This article has as objective to present and describe several pedagogical actions that are developed in UNESP/FCT – Presidente Prudente Physical Education Course with regard to Physical Education professional training issues to work with disable people in adapted sport area, whether it’s in the initial phase or in the continuity phase in studies and researches in this area. For this, we present in a demonstrative chart the subjects, projects and pedagogical actions compositions regarding the teacher training in Physical Education. And in text development we present some theoretical studies in the area of Education, Physical Education and Adapted Physical Education, that are in agree to several authors that emphasize that APE is growing in the country and that formative actions of Higher Institutions strengthen the current moment, together with the area of Education. And as results, we present in text completion, reports from the ones who acted in some projects during student period and how they demonstrate this in the process of academic formation and in the experience gained from these pedagogical actions.

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Rugby in physical education: from teacher training to intereschool festivals

Journal of Physical Education ◽

10.4025/jphyseduc.v32i1.3250 ◽

1989 ◽

Author(s):

Eraldo dos Santos Pinheiro ◽

◽

Patrícia da Rosa Louzada Silva ◽

Camila Borges Müller ◽

Ciana Alves Goicochea ◽

...

Keyword(s):

Teacher Training ◽

Physical Education ◽

School Environment ◽

Sports Activity ◽

School Sport ◽

The City

The school is an important environment for the development of physical and sports activity. Thus, in order to deconstruct the polarization of school sport, rugby emerges as an alternative to Physical Education (PE) classes. The aim of this article was to describe the process of insertion of rugby in the school environment in the city of Pelotas/RS. This case study originates from the extension project developed to insert rugby in the Pelotas-RS schools. Between the years 2015 and 2017, 102 teachers participated in the project, reaching around 9,600 students in PE classes and 995 students in the festivals. In addition, most of the teachers looked for the modality as a new alternative of content and hoped to be able to learn and to reproduce the content. Finally, rugby was inserted into the teaching plans of teachers and viewed positively as an alternative to PE classes

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How Teacher Training Can Best Support Effective Pedagogy In Physical Education

10.15405/epsbs.2018.06.02.1 ◽

2018 ◽

Author(s):

Alan Ringland

Keyword(s):

Teacher Training ◽

Physical Education ◽

Effective Pedagogy

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Politeness in professional contexts: foreign-language teacher training

Journal of Politeness Research ◽

10.1515/pr-2020-0006 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Gerrard Mugford

Keyword(s):

Teacher Training ◽

Foreign Language ◽

Professional Training ◽

First Language ◽

Target Language ◽

Bilingual Teachers ◽

Further Training ◽

Specific Context ◽

Efl Teachers ◽

Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

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Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2016-0148 ◽

2017 ◽

Vol 36 (4) ◽

pp. 467-476

Author(s):

Tina J. Hall ◽

Lori K. Hicklin ◽

Karen E. French

Keyword(s):

Middle School ◽

South Carolina ◽

Teacher Training ◽

Physical Education ◽

Student Performance ◽

School Characteristics ◽

Health Related ◽

Education Indicators ◽

The Relationship ◽

Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

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