scholarly journals A PRÁTICA DOS PROFESSORES DE EDUCAÇÃO FÍSICA DAS ESCOLAS PÚBLICAS DE PORTO ALEGRE

2007 ◽  
Vol 5 (9) ◽  
pp. 31-46
Author(s):  
Vicente Molina Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Practice ◽  
School Community ◽  
Work Place ◽  
Physical Education Teacher ◽  
Porto Alegre ◽  
Education Teacher ◽  
Reflective Practitioners ◽  
Methodological Procedures

O presente estudo trata da prática docente dos professores das escolas públicas de Porto Alegre. Com procedimentos metodológicos de caráter predominantemente etnográficos, ouvi 20 participantes, para entender sua maneira de atuar na escola. O texto resulta, fundamentalmente, da interpretação de seus depoimentos à luz de referências bibliográficas e da minha experiencia como professor de educação física. A análise das informações sugere que sua prática docente está relacionada com a organização de seu lugar de trabalho e com as relações que estabelecem com as demais parcelas da comunidade escolar. Nessa prática, esses professores constróem estratégias e conhecimentos que lhes caracterizam como práticos reflexivos. The present study examines the teaching practice of teachers of public schools of Porto Alegre, RS. Through predominantly ethnographic methodological procedures, 20 participants were heard so that their way of acting in school could be understood. The text is the result of interpretation of their statements in light of bibliographical references as well as the author's own experience as a physical education teacher. The analysis of the information gathered suggests that the teaching practice of these subjects is related both to the organization of their work place and to the relations they establish with the remaining sectors of the school community. In this practice, these teachers build up symbolism, strategies, and knowledge, which characterize them as reflective practitioners.

The Ivory Tower: Myth or Reality?

1990 ◽  
Vol 9 (2) ◽  
pp. 95-105 ◽  
Author(s):  
Kay M. Williamson
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teacher Educators ◽  
Ivory Tower ◽  
Physical Education Teacher ◽  
Collaborative Relationships ◽  
School Professionals ◽  
Education Teacher ◽  
Common Thread ◽  
The Status

Teacher educators often are criticized because it is felt that they live in an ivory tower and are out of touch with the current realities of public schools. This paper describes how physical education teacher educators perceive their relationship with public school professionals. Fifteen participants were interviewed from both university and college settings, eight women and seven men. They were interviewed on three occasions, each interview lasting from 60 to 90 minutes. A common thread connecting the experiences of the participants was their awareness of an implicit hierarchy between the status of individuals employed in schools and those in universities. This creates a social barrier that teachers and professors alike must confront if they are to achieve functional parity or any degree of mutual comfort in collaborative relationships.

The Image of a Physical Education Teacher as Seen by School Community

2014 ◽  
Vol 5 (2) ◽  
pp. 13-24 ◽  
Author(s):  
Katarzyna Rutkowska ◽  
Mirosław Zalech
Keyword(s):  
Physical Education ◽  
School Community ◽  
The Other ◽  
Physical Education Teacher ◽  
Check List ◽  
Education Teacher ◽  
Purposive Sampling ◽  
Adjective Check List ◽  
Upper Secondary ◽  
Upper Secondary Schools

Abstract The aim of the research was to get to know the image of physical education (PE) teachers as seen by themselves and to compare it with how it is perceived by school community. The study included 148 teachers and 171 final-year students from upper-secondary schools. As a result of purposive sampling and random-purposive sampling, three groups were distinguished. The groups included PE teachers (n=22), teachers of other subjects (n=22) and students (n=22). The data were gathered using ACL-37 (Adjective Check List) developed by G. Gough and A. B. Heilbrun. The findings revealed a number of significant differences between how PE teachers perceive themselves and how they are seen by their students and colleagues (teachers of other subjects). It turned out that PE teachers perceive themselves in a more positive manner than the other groups.

scholarly journals CORPORATE: THE TEACHING PRACTICE OF THE PHYSICAL EDUCATION TEACHER

2020 ◽  
Vol 90 (I) ◽  
Author(s):  
JULIANA CRISTINE INGLÊS DA LUZ ◽  
ANTONIO CARLOS FRASSON ◽  
MARCUS WILLIAM HAUSER
Keyword(s):  
Physical Education ◽  
Teaching Practice ◽  
Physical Education Teacher ◽  
Education Teacher

School–university partnerships and physical education teacher education student learning: A fruitful division of labour?

2012 ◽  
Vol 18 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Fiona Chambers ◽  
Kathleen Armour
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Education Student ◽  
Physical Education Teacher ◽  
University Partnerships ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.

Pre-service teachers articulating their learning about meaningful physical education

2020 ◽  
Vol 26 (4) ◽  
pp. 885-902
Author(s):  
Tim Fletcher ◽  
Déirdre Ní Chróinín ◽  
Mary O’Sullivan ◽  
Stephanie Beni
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Research Framework ◽  
Physical Education Teacher Education ◽  
Shared Language ◽  
Meaningful Experiences

The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they would promote meaningful experiences in physical education, what the features of meaningful experiences tend to consist of, and how they would use particular strategies to promote meaningful experiences. This research demonstrates how a shared language that reflects a coherent approach in physical education teacher education can support pre-service teachers to access, interpret, and articulate their learning about teaching in ways that support meaningful experiences for pupils.

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