A aprendizagem de professores de educação física na fase inicial da docência : conhecimentos e práticas

• Ano de defesa: 2011
• Autor(a) principal: Coelho, Fábio da Penha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Aprendizagem da docência; Início da docência; Educação física; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Learning to teach; Early teaching; Physical education
• Link de acesso: http://ri.ufmt.br/handle/1/960

This research was conducted at the Graduate Program, MA in Education, at Federal University of Mato Grosso, linked to the local School Organization Research, Training and teaching practices and the Group for Research in Policy and Teacher Education: Elementary an Higher Education. In this sense, this research aims to investigate the professional learning in the initial phase of the professional teaching in physical education. The main authors who have served as theoretical references for the research were: Contreras (2002), Imbernon (2004, 2009), Huberman (1992), Garcia ( 1999), Nóvoa (1991, 1992, 1995, 2009), Zeichner (1992), Gomez (1992), Mizukami (1996, 2000, 2002, 2004), Shulman (2004), Bauer (2004), Suárez (2008), Miller (2002, 2003, 2008). Studies have pointed to the importance that overlays the area of teaching and indicated the need to evaluate training practices in the early teaching career, which contribute to the construction of teachers' pedagogical practices so that they are autonomous and able to reflect critically on their practice and social reality. This is a qualitative research, interpretive, in which i use as a tool for data collection, a set of narratives. At first, i use the interview narrative writing, the second time; i use the work of completion (TCC) of the subjects as narrative that can reveal information about the apprenticeship training. In the third step, the situations, problems, here are created from the difficulties and / or confrontations experienced by subjects in their teaching at the beginning of teaching as a way of revealing data that contribute to research in the perception of knowledge and practices teachers. The subjects are five graduates of Physical Education teachers at the beginning of teaching, municipal and state public schools of Cáceres MT, in 2010, who graduated in the year 2009/02, in the Full Degree Course in Physical Education at the State University of Mato Grosso - Cáceres. The survey results show that teachers in the early teaching in face difficulties to reframe the knowledge gained in initial training in the school context in which they operate today, expressing different and complementary characteristics of the way guiding teaching practice. The study also shows that the period which marks the beginning of the teaching, by their complexity, acquires importance in the professional learning of teachers.