scholarly journals Rugby in physical education: from teacher training to intereschool festivals

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

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals TECNOLOGIAS GEOGRÁFICAS NO ENSINO MÉDIO: estudo de caso em escolas públicas de Montes Claros/MG

2020 ◽  
Vol 15 (01) ◽  
pp. 330-350
Author(s):  
Welton Silva Ferreira ◽  
Marcos Esdras Leite
Keyword(s):  
High School ◽  
Public Schools ◽  
School Environment ◽  
Search Criterion ◽  
History Of ◽  
Training Resources ◽  
Teaching Learning ◽  
The City ◽  
State Schools

O presente estudo tem como finalidade, a investigação do conteúdo das geotecnologias no ensino médio em algumas escolas estaduais de Montes Claros-MG, com virtude na otimização e valorização desta área do conhecimento que compete ao ensino escolar, tendo em vista o avanço e acessibilidade dos meios tecnológicos aos estudantes, mas não há familiarização dos mesmos com esses meios no ambiente escolar. Aos professores, cabe considerar neste trabalho, a maneira como eles congregam o assunto proposto ao seu sistema de trabalho, analisando as possíveis dificuldades encontradas. Inicia-se o trabalho apresentando um breve histórico das geotecnologias e o seu desdobramento nos tempos vigente fazendo menção aos meios pedagógicos e de softwares voltados para a prática cartográfica. Metodologicamente serão acatadas como objeto e critério da pesquisa, cinco escolas estaduais localizadas no perímetro urbano da cidade. Posteriormente foi aplicado um formulário aos professores das referidas escolas, em modo de amostra, com intuito de acurar os entraves no processo de ensino-aprendizagem acerca da disciplina. Após a obtenção dos resultados verificou-se a capacidade de apreensão do conteúdo das geotecnologias e as arestas a serem aparadas no que tange o ensino. Palavras-chave: Geotecnologias; cartografia; ensino-aprendizagem; limitações.   GEOGRAPHIC TECHNOLOGIES IN HIGH SCHOOL: a case study in public schools of Montes Claros / MG Abstract The present study has as its purpose, the investigation of the content of geotechnology in high school in some state schools in Montes Claros, MG, with virtue in optimization and enhancement of this area of knowledge that it is the responsibility of the schools, with a view to the advancement and accessibility of technological resources for students, but there are familiarization themselves with these means in the school environment. For teachers, it is considered in this work, the way they associate the subject proposed to its system of work, analyzing the potential difficulties encountered. It begins the work by presenting a brief history of geotechnology and its deployment in times legislation making mention to the training resources and software designed for the practice mapping. Methodologically speaking will be taken as an object and search criterion, five state schools located within the city limits of the city. It was later applied a form to teachers of these schools, in order to sample, with a view to enhance obstacles in the teaching-learning process about the discipline. After obtaining the results it was found that the ability to apprehend the contents of geotechnology and the edges to be trimmed edges in the teaching. Keywords: Geotechnology; cartography; teaching-learning; limitations.   TECNOLOGÍAS GEOGRÁFICAS EN LA ESCUELA SECUNDARIA: un estudio de caso en las escuelas públicas en Montes Claros / MG Resumen El presente estudio tiene como objetivo, la investigación del contenido de geotechnologies en algunas escuelas secundaria estatales de Montes Claros, MG, con la virtud en la optimización y mejora de esta área de conocimiento que es responsabilidad de las escuelas, con miras a la promoción y la accesibilidad de los recursos tecnológicos para estudiantes, pero hay que se familiaricen con estos medios en el entorno escolar. Para los profesores, es considerado en este trabajo, la manera de asociar el tema propuesto para su sistema de trabajo, analizando las posibles dificultades encontradas. Comienza el trabajo presentando una breve historia de geotechnologies y su despliegue en tiempos legislación haciendo mención a los recursos de formación y software diseñado para la práctica ha cambiado. Metodológicamente hablando será tomado como un objeto y criterios de búsqueda, cinco escuelas estatales situadas dentro de los límites de la ciudad. Posteriormente se aplicó un formulario para los maestros de estas escuelas, a fin de muestra, con miras a acurar obstáculos en el proceso de enseñanza-aprendizaje acerca de la disciplina. Tras la obtención de los resultados se encontró que la capacidad de aprehender el contenido de geotechnologies y los bordes que va a recortar los bordes de la enseñanza. Palabras llave: Geotechnologies; cartografia; el proceso enseñanza-aprendizaje; limitaciones.

scholarly journals Sistemas de evaluación en la formación del profesorado de Educación Física: un estudio de casos en contexto chileno (Assessment systems in Physical Education teacher training: a case study in Chilean context)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 117-126
Author(s):  
Francisco Gallardo Fuentes ◽  
Bastian Ignacio Carter-Thuillier ◽  
Víctor Manuel López-Pastor ◽  
Rodrigo Ojeda-Nahuelcura ◽  
Teresa Fuentes-Nieto
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Cognitive Skills ◽  
Assessment System ◽  
Physical Education Teacher ◽  
Cross Sectional ◽  
University Professors ◽  
Education Teacher ◽  
Assessment Systems

  La evaluación ha dejado de ser una instancia que solo certifica el logro alcanzado a través de una calificación, sino que actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio es: Identificar las capacidades cognitivas, los elementos del programa de asignatura y los procedimientos e instrumentos de evaluación empleados durante la Formación Inicial de profesores de Educación Física (FIPEF) en tres campus universitarios del sur de Chile a partir de la percepción de los estudiantes y académicos. Bajo un enfoque cuantitativo y un diseño de estudio de casos de tipo descriptivo y comparativo de corte transversal, se aplica el “Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física”. La muestra la conforman 162 estudiantes que cursan FIPEF y 44 profesores. Los principales resultados dejan ver una marcada presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado; por ejemplo, cuando el profesorado indica enfocar sus metodologías evaluativas a capacidades cognitivas como la “aplicación y comprensión”, el alumnado tiene una apreciación significativamente diferente. A modo de conclusión, se advierte la presencia de intencionalidad formativa en la entrega de información sobre los aprendizajes a través de los sistemas de evaluación, con la tarea de avanzar a una planificación didáctica, donde la evaluación sea coherente con las metodologías que se despliegan en el aula.  Abstract. Assessment has ceased to be an instance that only certifies the achievement reached through a qualification, but is currently understood as a fundamental element to favour the teaching-learning processes. The aim of this study is: To identify the cognitive abilities, the elements of the subject syllabus and the assessment procedures and instruments used during the Initial Physical Education Teacher Training at three university campuses in the south of Chile, based on the perception of students and university professors. Under a quantitative approach and a descriptive and comparative cross-sectional case study design, the "Questionnaire for the study the assessment system in training of pre-service physical education teachers" was applied. The sample consisted of 162 pre-service teachers and 44 university professors. The main results show a marked presence of traditional assessment methodologies and instruments, as well as a differentiated appreciation between pre-services teachers vs. university professors; for example, when professors indicate that they focus their assessment methodologies on cognitive skills such as "application and understanding", students have a significantly different appreciation. In conclusion, we note the presence of formative intentionality in the delivery of information on learning through assessment systems, with the task of moving towards didactic planning, where assessment is coherent with the methodologies that are deployed in the classroom.

scholarly journals Individual Psychology Counseling Approach to Increase Student Self-Acceptance

2020 ◽  
Vol 1 (2) ◽  
pp. 42
Author(s):  
Farhan Farhan
Keyword(s):  
School Environment ◽  
Sampling Method ◽  
Know How ◽  
Study Approach ◽  
Analysis Technique ◽  
The Subject ◽  
Self Acceptance ◽  
The City ◽  
Counseling Approach

<p>The research is motivated by the author's desire to know how the students' self-acceptance / acceptance of a problem they are facing. The author uses an individualized psychological counseling approach, which feels suitable to the characteristics of the respondent in order to see his self-acceptance, which is needed in life. This research is a qualitative research with a case study approach. The study was conducted at one of the High Schools in the City of Padang. The subjects in this study were one student. Taking the subject of this study using purposive sampling method. This study uses data collection techniques with interviews and observations. The technique guarantees the validity of the data carried out by building close relationships with subjects and informants naturally and continually making observations. Data analysis technique is done by data reduction, data display and conclusion drawing and verification. The results of the study revealed that the conditions of self-acceptance of students in the case are as follows: (1) Students have good confidence in their capacity to cope with the environment, and the environment is good (2) Students consider themselves to be different from others, (3) Students consider themselves reasonable and have expectations that others will accept it, (4) Students can be said to be confident, not ashamed or self-aware, as evidenced by the achievements achieved (5) Students can be responsible for each behavior, but also doubt for the future (6) stand alone, this problem lacked opinion students proved that sometimes affected by social pressures from the community / school environment (7) students can receive objective criticism and praise, (8) students are able to accept strengths and weaknesses possessed, (9) Students do not deny all the feelings that arise. But sometimes it can change the mood to negative. So, it can be concluded that students have good self-acceptance.</p>

scholarly journals The Planning of Assessment in Physical Education: Case Study on Ignored Process in Teaching

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Beatriz Elena Chaverra-Fernández
Keyword(s):  
Physical Education ◽  
Specific Activity ◽  
Methodological Approach ◽  
Structured Interview ◽  
Physical Education Teachers ◽  
Documentary Analysis ◽  
Multiple Case ◽  
The Subject ◽  
The City

This article presents the partial results of a broader research on the conceptions and evaluative actions of six physical education teachers in high school in the city of Medellín (Colombia). Specifically, this paper presents the findings on one of its objectives: to analyze the decisions that teachers make before starting a didactic unit (planning on assessment). The research assumed a qualitative design, with a methodological approach of multiple case study. The strategies used for this purpose were the semi-structured interview and documentary analysis. The main findings of the study show that planning on assessment is not a specific activity that requires an interest on the part of the teachers, because their previous experiences give them the security to approach future units without adaptations according to the group or the subject to work on.

Engaging Alienated Youth in Physical Education: An Alternative Program with Lessons for the Traditional Class

2002 ◽  
Vol 21 (3) ◽  
pp. 267-286 ◽  
Author(s):  
Joannie Halas
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Education Program ◽  
School Environment ◽  
Opportunity To Learn ◽  
Treatment Center ◽  
Adolescent Treatment ◽  
Troubled Youth ◽  
Traditional Class

This paper presents a case study of a physical education program for troubled youth attending an adolescent treatment center. The site selected for study was deliberately chosen due to the alternative nature of the physical education program and its apparent success in helping to connect students to their school environment. The researcher, as bricoleur, used a variety of methodological tools and strategies to collect data that corresponded to the study’s entry question: How does the physical education program work? Constructed from the data is the story of a gymnasium culture that has been carefully crafted to promote physically and psychologically safe participation that is fair and flexible, where students are encouraged to play just for fun, and a lack of competence is positioned as an opportunity to learn. By incorporating the theoretical framework of the “Circle of Courage” (Brendtro, Brokenleg, & Van Bockern, 1998) into the data analysis, this paper is intended to show how physical education can provide a reclaiming versus alienating learning environment for young people.

scholarly journals A Widening Gap Between Official Teacher Training and Professional Life in Norway

Interchange ◽  
2021 ◽  
Author(s):  
Eli Smeplass ◽  
Håkon Leiulfsrud
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
School Environment ◽  
International Comparisons ◽  
Teaching Profession ◽  
Welfare States ◽  
Teacher Competence ◽  
The Media

AbstractA sociological case study of Norwegian teachers reveals how teacher education reforms have inadequate definitions of teacher competence. Legislators, officials and the media continue to uphold the image of a school system and teaching profession in crisis in several OECD countries. For the Nordic welfare states, education is a public good. Mediocre results in international comparisons cause public debate regarding the quality of the educational system. This has led to a devaluation of teachers and teacher education. The aim of this article is to analyze and discuss how teacher education is valued and converted by Norwegian teachers. Interviews and written accounts from novice teachers and persons with teacher training working outside of the school environment suggest an alternative narrative in which teachers’ competences are in high demand. The results and discussion reveal a more nuanced way to view teachers’ expertise as an asset in a multitude of careers.

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

2021 ◽  
Vol 19 (3) ◽  
pp. 1-7
Author(s):  
Eduard Angelo Bendrath ◽  
Jaqueline Rocha dos Reis
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
School Environment ◽  
Professional Training ◽  
National Policy ◽  
Medical Residency ◽  
Medical Program ◽  
New Perspective ◽  
Medical Residency Training ◽  
Teaching Modality

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.

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

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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