O objetivo da presente pesquisa foi o de compreender qual a relação que se estabelece entre as experiências vividas pelos professores de educação física e a prática pedagógica por eles desenvolvida em uma escola da Rede Municipal de Ensino de Porto Alegre. Neste sentido, a aproximação ao problema e as interpretações fundamentaram-se nas teorias da ação e na nova epistemologia da prática. As opções metodológicas pela abordagem qualitativa e pelo estudo de caso etnográfico estão vinculadas ao interesse de desvendar as teorizações implícitas dos professores e as rotinas de sua prática. Para tanto, foram utilizados os seguintes instrumentos de coleta de informações: observações participantes com registro em diário de campo, análise de documentos, entrevistas semi-estruturadas e entrevista escrita. Com a intenção de construir conhecimento de forma dialógica, a pesquisa foi apresentada aos professores colaboradores do estudo e suas impressões a respeito de todo o processo e das considerações finais constam no posfácio desta dissertação. A pesquisa empírica foi desenvolvida em uma escola da Rede Municipal de Ensino (RMEPOA), com 7 professores de educação física e revelou que suas práticas constituem-se de um saber plural, derivado de suas experiências escolares, de suas vivências esportivas, de sua formação inicial e permanente e de suas aulas na escola. Entretanto, a prática pedagógica não é desenvolvida apenas baseada rotinas e em improvisações. Os professores refletem a respeito de suas experiências, amparando-se em diferentes fontes de conhecimento. / The objective of the present work was to comprehend what is the relation established between the lived experiences of Physical Education Teachers and their pedagogical practices developed in a school of the Municipal Educational Network of Porto Alegre. In this sense, the problem approach and the interpretations are founded on the theories of action and on the epistemological practice. The methodological options for the quality approach and for the study of ethnographical case are linked to the concern of revealing teachers’ implicit theorizations and the routine of their practices. For such, the following information collecting instruments were used: participative observations with a recorded log, document analysis, semi-structured and written interviews. With the intention of building up knowledge in a dialogical form, the research was presented to the collaborative teachers of the study and their impressions of all the process as well as their final considerations are inserted in the epilogue of this dissertation. The empirical research was developed in a school of the Municipal Educational Network of Porto Alegre with seven Physical Education Teachers and it revealed that their practices are constituted by a pluralized knowledge, deriving from their school, sportive and initial experiences as well as their classes in school. However, the pedagogical practice is not developed solely based on routines and on improvisations. Teachers reflect on their experiences, seeking the support of diverse knowledge sources.

O objetivo da presente pesquisa foi o de compreender qual a relação que se estabelece entre as experiências vividas pelos professores de educação física e a prática pedagógica por eles desenvolvida em uma escola da Rede Municipal de Ensino de Porto Alegre. Neste sentido, a aproximação ao problema e as interpretações fundamentaram-se nas teorias da ação e na nova epistemologia da prática. As opções metodológicas pela abordagem qualitativa e pelo estudo de caso etnográfico estão vinculadas ao interesse de desvendar as teorizações implícitas dos professores e as rotinas de sua prática. Para tanto, foram utilizados os seguintes instrumentos de coleta de informações: observações participantes com registro em diário de campo, análise de documentos, entrevistas semi-estruturadas e entrevista escrita. Com a intenção de construir conhecimento de forma dialógica, a pesquisa foi apresentada aos professores colaboradores do estudo e suas impressões a respeito de todo o processo e das considerações finais constam no posfácio desta dissertação. A pesquisa empírica foi desenvolvida em uma escola da Rede Municipal de Ensino (RMEPOA), com 7 professores de educação física e revelou que suas práticas constituem-se de um saber plural, derivado de suas experiências escolares, de suas vivências esportivas, de sua formação inicial e permanente e de suas aulas na escola. Entretanto, a prática pedagógica não é desenvolvida apenas baseada rotinas e em improvisações. Os professores refletem a respeito de suas experiências, amparando-se em diferentes fontes de conhecimento. / The objective of the present work was to comprehend what is the relation established between the lived experiences of Physical Education Teachers and their pedagogical practices developed in a school of the Municipal Educational Network of Porto Alegre. In this sense, the problem approach and the interpretations are founded on the theories of action and on the epistemological practice. The methodological options for the quality approach and for the study of ethnographical case are linked to the concern of revealing teachers’ implicit theorizations and the routine of their practices. For such, the following information collecting instruments were used: participative observations with a recorded log, document analysis, semi-structured and written interviews. With the intention of building up knowledge in a dialogical form, the research was presented to the collaborative teachers of the study and their impressions of all the process as well as their final considerations are inserted in the epilogue of this dissertation. The empirical research was developed in a school of the Municipal Educational Network of Porto Alegre with seven Physical Education Teachers and it revealed that their practices are constituted by a pluralized knowledge, deriving from their school, sportive and initial experiences as well as their classes in school. However, the pedagogical practice is not developed solely based on routines and on improvisations. Teachers reflect on their experiences, seeking the support of diverse knowledge sources.

O objetivo da presente pesquisa foi o de compreender qual a relação que se estabelece entre as experiências vividas pelos professores de educação física e a prática pedagógica por eles desenvolvida em uma escola da Rede Municipal de Ensino de Porto Alegre. Neste sentido, a aproximação ao problema e as interpretações fundamentaram-se nas teorias da ação e na nova epistemologia da prática. As opções metodológicas pela abordagem qualitativa e pelo estudo de caso etnográfico estão vinculadas ao interesse de desvendar as teorizações implícitas dos professores e as rotinas de sua prática. Para tanto, foram utilizados os seguintes instrumentos de coleta de informações: observações participantes com registro em diário de campo, análise de documentos, entrevistas semi-estruturadas e entrevista escrita. Com a intenção de construir conhecimento de forma dialógica, a pesquisa foi apresentada aos professores colaboradores do estudo e suas impressões a respeito de todo o processo e das considerações finais constam no posfácio desta dissertação. A pesquisa empírica foi desenvolvida em uma escola da Rede Municipal de Ensino (RMEPOA), com 7 professores de educação física e revelou que suas práticas constituem-se de um saber plural, derivado de suas experiências escolares, de suas vivências esportivas, de sua formação inicial e permanente e de suas aulas na escola. Entretanto, a prática pedagógica não é desenvolvida apenas baseada rotinas e em improvisações. Os professores refletem a respeito de suas experiências, amparando-se em diferentes fontes de conhecimento. / The objective of the present work was to comprehend what is the relation established between the lived experiences of Physical Education Teachers and their pedagogical practices developed in a school of the Municipal Educational Network of Porto Alegre. In this sense, the problem approach and the interpretations are founded on the theories of action and on the epistemological practice. The methodological options for the quality approach and for the study of ethnographical case are linked to the concern of revealing teachers’ implicit theorizations and the routine of their practices. For such, the following information collecting instruments were used: participative observations with a recorded log, document analysis, semi-structured and written interviews. With the intention of building up knowledge in a dialogical form, the research was presented to the collaborative teachers of the study and their impressions of all the process as well as their final considerations are inserted in the epilogue of this dissertation. The empirical research was developed in a school of the Municipal Educational Network of Porto Alegre with seven Physical Education Teachers and it revealed that their practices are constituted by a pluralized knowledge, deriving from their school, sportive and initial experiences as well as their classes in school. However, the pedagogical practice is not developed solely based on routines and on improvisations. Teachers reflect on their experiences, seeking the support of diverse knowledge sources.

本研究旨在探討桃園市高中職校長學術樂觀與教師教學成效的現況，藉由分析不同背景變項與學校變項之教師在知覺校長學術樂觀與教師教學成效的差異情形；進而探討校長學術樂觀對教師教學成效，最後根據研究提出結論。 為達上述研究目的，本研究採用問卷調查法，以桃園市33所公私立高中職之教師兼主任、教師兼組長(含科主任)、教師兼導師與專任教師為研究對象，採隨機抽樣方式，寄發問卷440份，回收有效問卷412份，有效回收率為93.6 ％。問卷所得資料採用IBM SPSS Statistics 20.0統計軟體進行資料分析，獲得以下結論： 一、高中職現職教師在年齡與任教年資的差異上，顯現出對校長學術樂觀有不同之知覺傾向 二、高中職兼任導師之現職教師對校長學術樂觀知覺較低 三、公立高中職之現職教師對校長學術樂觀知覺呈現正相關 四、高中職現職教師在年齡與任教年資的差異上，顯現出對教師教學成效有不同之知覺傾向 五、高中職兼任導師之現職教師對教師教學成效知覺較低 六、高中職之現職教師對校長學術樂觀與教師教學成效具中度顯著關係，但在「班級氣氛」層面呈現低度顯著 七、高中職現職教師在「校長學術樂觀」的「信任教師、學生、家長」與「重視學生學習」對「教師教學成效」具有較高之預測力 / This study was designed to investigate the current status of high school principal’s academic optimism, teacher’s teaching effectiveness and their relationship in Taoyuan. Base on the result of analyzing the difference of teaching effectiveness of teachers from different backgrounds and different schools, and of school principal’s academic optimism, and on the result of exploring the influence of principal’s academic optimism on the effectiveness of teacher’s teaching, the conclusion is made. To achieve the above purpose, the research uses the questionnaire survey procedure, the grand total provides 440 questionnaires randomly to teachers who are in different positions, either homeroom teachers, full time teachers, section chief or directors in 33 public or private high schools in Taoyuan, recycling effective questionnaires 412, the effective questionnaire recycling a rate 93.6%. The data obtained from questionnaires has been analyzed by using IBM SPSS Statistics 20.00 obtain the following a conclusion: 1. When high school teachers’ age and the length of teaching year vary, their perception of principal’s academic optimism differs. 2. High school teachers’ perception of principal’s academic optimism is weak if they are homeroom teachers. 3. Public high school teachers have stronger perception of principal’s academic optimism. 4. Teachers with different ages and different length of teaching years have different perception of teaching effectiveness. 5. Current teachers who are homeroom teachers have weak perception of teaching effectiveness. 6. Academic optimism of high school principals is moderate significantly correlated to teachers’ teaching effectiveness, but weak correlated to classroom climate. 7. Two parts of measurement of principal’s academic optimism, faculty trust in students and parents and the school’s academic emphasis are highly predictable to teacher’s teaching effectiveness of current high school teachers.