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Learning to teach: The development of teaching knowledge in trained and untrained physical education teachersRosenberg, Daniel Z 01 January 1990 (has links)
The primary purpose of this study was to further the understanding of how people learn to teach. The central research question focused on differences in teaching knowledge that may be associated with training and experience. Eight teachers were selected to participate in this study. They represented a wide range of teaching experience, formal training, professional certification and sport participation. The common criterion for selection was previous experience in the teaching of volleyball. Data were collected from both questionnaires and transcribed interviews which followed the viewing of a twenty-minute videotaped volleyball lesson. Results indicated differences among the participating teachers in content knowledge (the skills of playing volleyball), pedagogical knowledge (general teaching principles), and pedagogical content knowledge (content-specific teaching knowledge). The comments of trained teachers displayed a greater awareness of and concern for general teaching principles. In contrast, untrained teachers devoted most of their comments to lesson content. Experienced teachers, whether trained or untrained, demonstrated a superior understanding of the relationship between the nature of content and the needs of learners at different levels of skill development. In that regard, they had a more elaborately developed sense of pedagogical content knowledge. Untrained teachers cited their experience as students and athletes as major sources of information about teaching, while trained teachers pointed to experiences associated with their formal training. Members from both group indicated that they had learned from role models and early teaching experiences. Among trained and untrained teachers the sources for the differences in knowledge, and how that knowledge was processed, included the following: varied teaching contexts such as public high schools and university classes, the extent of teaching experience which ranged from one to eighteen years, and views about teaching that were influenced by previous experience in either coaching or teaching roles. Implications for teacher education and staff development include a need for training experiences that will integrate various forms of teaching knowledge. In addition, it is clear that teacher preparation programs must deal much more explicitly with the differences between coaching and teaching contexts.
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Middle school student perspectives about misbehavior in physical education classesSupaporn, Salee 01 January 1998 (has links)
Misbehavior is a research topic that most researchers investigate from teachers' points of view. This study, in contrast, was designed to explore misbehavior from the students' and the teacher's perspectives, using Doyle's ecological approach. A male teacher, Mr. Softball, and 14 seventh and eighth graders (ten males and four females) volunteered to participate during a two-week basketball unit. Data were collected through shadowing the teacher, critical incidents, student and teacher interviews, videotaped class sessions, and audiotaped stimulated recall sessions with the videotapes. Data from all sources were analyzed using constant comparison to identify common themes. Findings indicated that Mr. Softball's classes included overlapping instructional, managerial, and social task systems (Doyle, 1986; Siedentop, 1991) and his overall program of action could be classified as casual. Misbehavior was situation specific and occurred throughout these overlapping task systems. Students and the teacher noticed few misbehaviors during the actual classes and the misbehaviors recognized did not interrupt the flow of his teaching. When they noticed misbehavior incidents, either during class or when reviewing videotapes, they reacted differently from case to case based on who misbehaved, when it happened, and how it affected them or the class. Misbehaviors were common events in Mr. Softball's classes and most students admitted that they misbehaved. Misbehaviors could be classified as verbal, physical, or rules, routines, and expectations (RRE)-related. These students defined misbehavior as doing something that they were not supposed to do or not doing something that they were supposed to do. Mr. Softball's (a) weak RREs, (b) lack of effectiveness in organizing and delivering instructional tasks, and (c) loose accountability and the lack of intervention, allowed many opportunities for students to misbehave. Further, he created a class environment in which students engaged more often in social agendas at the expense of completing instructional and managerial tasks. Finally, the norm of this workplace did not support Mr. Softball in helping students learn or in maintaining order to insure that students were on-task and well-behaved. In summary, less effective teaching appeared to be the major issue that encourages students to misbehave.
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DocÃncia universitÃria: os saberes docentes na trajetÃria profissional do curso de Licenciatura em educaÃÃo FÃsica da Universidade Regional do CaririAmanda Raquel Rodrigues Pessoa 31 March 2015 (has links)
nÃo hà / Este estudo se insere na linha de EducaÃÃo, CurrÃculo e Ensino, no Eixo de FormaÃÃo de Professores, do programa de PÃs-graduaÃÃo em EducaÃÃo da Universidade Federal do CearÃ-UFC. Trata essencialmente, de discorrer sobre a formaÃÃo profissional do professor de EducaÃÃo FÃsica atuante no Ensino Superior, especificamente no que se refere aos saberes docentes constituÃdos na trajetÃria profissional. Tem por objetivo geral analisar como os professores do curso de Licenciatura em EducaÃÃo FÃsica da Universidade Regional do Cariri-URCA (re) significam na sua prÃtica pedagÃgica os saberes docentes da trajetÃria profissional. De forma especÃfica, identificar os saberes docentes presentes na trajetÃria profissional do professor de EducaÃÃo FÃsica e verificar como os saberes docentes da trajetÃria profissional sÃo (re) significados na prÃtica pedagÃgica do professor de EducaÃÃo FÃsica atuante no Curso de Licenciatura. A pesquisa foi realizada na URCA-Campus Crato e optou-se por realizar a presente investigaÃÃo nesta instituiÃÃo diante da sua contribuiÃÃo histÃrica para a formaÃÃo de professores na regiÃo do Cariri e por ser pioneira na oferta pÃblica do Curso de Licenciatura em EducaÃÃo FÃsica. Entre os autores que fundamentaram este estudo, citam-se: Tardif (2007), Pimenta (2008), DâAvilla (2013), Veiga (2012), Therrien (2012), LibÃneo (2011) e NÃvoa (2007) para discorrer sobre saberes docentes e formaÃÃo superior; Melo (2013), Fensteseifer (2011); Bracht (2012), Kunz (2007), para refletir sobre a formaÃÃo do professor de EducaÃÃo FÃsica. à um estudo qualitativo cuja abordagem (auto) biogrÃfica à a sustentaÃÃo metodolÃgica da investigaÃÃo, fundamentando-se em autores como Bogdan, Biklen (1994), Delory-Momberger (2014), Souza (2014), Josso (2004) e Pineau (2011). Utilizou-se, como fonte de coleta, a entrevista biogrÃfica, realizada com 06 docentes entre os meses de setembro e dezembro de 2014. A anÃlise dos dados pautou-se na anÃlise interpretativa-compreensiva proposta por Souza (2014) que se organiza em trÃs tempos: prÃ-anÃlise/leitura cruzada, leitura temÃtica-unidades de anÃlise descritivas, e leitura interpretativa-compreensiva do corpus. Considerando as anÃlises realizadas, percebe-se que os professores da pesquisa constituem seu saber profissional com base na trajetÃria de vida, sendo a prÃtica pedagÃgica permeada por saberes advindo da experiÃncia como discentes e docentes da educaÃÃo bÃsica e superior. Por fim, acredita-se que este trabalho contribuiu para compreender que o projeto de formaÃÃo de professores precisa fundamentar-se em uma intervenÃÃo com base nos saberes da trajetÃria de vida profissional dos docentes, posto que a docÃncia à uma profissÃo que tem, na subjetividade e nas relaÃÃes sociais, a base de sustentaÃÃo da sua atuaÃÃo profissional.
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DocÃncia universitÃria: os saberes docentes na trajetÃria profissional do curso de Licenciatura em EducaÃÃo FÃsica da Universidade Regional do Cariri / University teacher: the faculty knowledge in the professional trajectory the degree course in Physical Education of the Regional University of CaririAmanda Raquel Rodrigues Pessoa 31 March 2015 (has links)
nÃo hà / Este estudo se insere na linha de EducaÃÃo, CurrÃculo e Ensino, no Eixo de FormaÃÃo de Professores, do programa de PÃs-graduaÃÃo em EducaÃÃo da Universidade Federal do CearÃ-UFC. Trata essencialmente, de discorrer sobre a formaÃÃo profissional do professor de EducaÃÃo FÃsica atuante no Ensino Superior, especificamente no que se refere aos saberes docentes constituÃdos na trajetÃria profissional. Tem por objetivo geral analisar como os professores do curso de Licenciatura em EducaÃÃo FÃsica da Universidade Regional do Cariri-URCA (re) significam na sua prÃtica pedagÃgica os saberes docentes da trajetÃria profissional. De forma especÃfica, identificar os saberes docentes presentes na trajetÃria profissional do professor de EducaÃÃo FÃsica e verificar como os saberes docentes da trajetÃria profissional sÃo (re) significados na prÃtica pedagÃgica do professor de EducaÃÃo FÃsica atuante no Curso de Licenciatura. A pesquisa foi realizada na URCA-Campus Crato e optou-se por realizar a presente investigaÃÃo nesta instituiÃÃo diante da sua contribuiÃÃo histÃrica para a formaÃÃo de professores na regiÃo do Cariri e por ser pioneira na oferta pÃblica do Curso de Licenciatura em EducaÃÃo FÃsica. Entre os autores que fundamentaram este estudo, citam-se: Tardif (2007), Pimenta (2008), DâAvilla (2013), Veiga (2012), Therrien (2012), LibÃneo (2011) e NÃvoa (2007) para discorrer sobre saberes docentes e formaÃÃo superior; Melo (2013), Fensteseifer (2011); Bracht (2012), Kunz (2007), para refletir sobre a formaÃÃo do professor de EducaÃÃo FÃsica. à um estudo qualitativo cuja abordagem (auto) biogrÃfica à a sustentaÃÃo metodolÃgica da investigaÃÃo, fundamentando-se em autores como Bogdan, Biklen (1994), Delory-Momberger (2014), Souza (2014), Josso (2004) e Pineau (2011). Utilizou-se, como fonte de coleta, a entrevista biogrÃfica, realizada com 06 docentes entre os meses de setembro e dezembro de 2014. A anÃlise dos dados pautou-se na anÃlise interpretativa-compreensiva proposta por Souza (2014) que se organiza em trÃs tempos: prÃ-anÃlise/leitura cruzada, leitura temÃtica-unidades de anÃlise descritivas, e leitura interpretativa-compreensiva do corpus. Considerando as anÃlises realizadas, percebe-se que os professores da pesquisa constituem seu saber profissional com base na trajetÃria de vida, sendo a prÃtica pedagÃgica permeada por saberes advindo da experiÃncia como discentes e docentes da educaÃÃo bÃsica e superior. Por fim, acredita-se que este trabalho contribuiu para compreender que o projeto de formaÃÃo de professores precisa fundamentar-se em uma intervenÃÃo com base nos saberes da trajetÃria de vida profissional dos docentes, posto que a docÃncia à uma profissÃo que tem, na subjetividade / This study is within the education line, curriculum and teaching, on the shaft of teacher training, of the postgraduate education program, of the Universidade Federal do CearÃ- UFC. It treats essentially of discourse about professional formation of the teacher of physical education which operates in higher education, especially wherein refers to teacher knowledge made in the professional trajectory. It has as general objective to analyze how the teachers of graduation course in physical education of the Universidade Regional do Cariri-URCA. (re)signify in their pedagogical practice the teacher knowledge of the professional trajectory. Of specific way it searches to identify the teacher knowledge of physical education and to verify how the teacher knowledge of the professional trajectory are (re) signified in the pedagogical practice of the teacher of physical education operates in higher education. The research was realized in URCA- Campus Crato, It was decided to carry out this research in this institution due to its history contribution for teacher training in the region of cariri and for to be the pioneer public offering of the graduation course in physical education. Among the authors that substantiate this study, they are: Tardif (2007), Pimenta (2008), D'Avilla (2013), Veiga (2012), Therrien (2012), LibÃneo (2011) and NÃvoa (2007) to discuss on teacher knowledge and higher education; Melo (2013), Fensteseifer (2011); Bracht (2012), Kunz (2007), for reflect for teacher training of physical education. Itâs a qualitative study that has in the (auto) biographical approach the methodological support of the investigation; itâs based in authors like Bogdan, Biklen (1994), Delory-Momberger (2014), Souza (2014), Josso (2004) and Pineau (2011 ). It was used as source of research the biographical interview that was realized with six teachers between September and December in 2014.It was used for data analysis the interpretative-comprehensive analysis proposed by Souza (2014) which is organized in 3 times: pre-analysis/crusaded reading, theme reading- units of descriptive analysis, interpretative-comprehensive readings of the corpus. Itâs considering the analysis realized it perceives that the teachers of research constitute their professional knowledge based on the life trajectory , being the pedagogical practice permeated by knowledge arising from the experience while students and teachers basic and higher education. Lastly, itâs believed that this work contributed to understand that the project of teacher training needs to be based in a intervention with base in the knowledge of trajectory of teachers professional life, since teaching is a profession that has in a subjectivity and in the social relationship the base of support their professional practice.
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Životní styl učitele tělesné výchovy a rodičů žáků základních škol jako motivační faktor pohybových aktivit těchto žáků / Lifestyle physical education teachers and parents of elementary school pupils as a motivating factor for physical activities such pupilsJust, Adam January 2016 (has links)
The main aim of this thesis is to find out, if the lifestyle of physical education teachers or parents is the motivating factor for physical activity of chosen elementary schools pupils in Prague. More this thesis aims at subjective perception of these authorities lifestyle at physical activity. In the thesis there are argued and observed moments, when pupils are in direct contact with physical education teacher and parents lifestyle. Next is investigated the main motivating factor of pupils for physical activity. Influences of chosen indicators are compared and evaluated.
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Formativní evaluace výuky studenty / Student formative class evaluationMakarov, Miroslav January 2011 (has links)
Title: Student formative class evaluation Objectives: The master's thesis puts into concept a formative evaluation of students' teaching. It deals with its use in physical education, analyzes the contents of selected research papers from this area. Methods: The methods of analysis, comparison, induction, deduction and synthesis of collected knowledge are used. From a methodological point of view the master's thesis can be described as the survey work containing the elements of comparison. Results: There is still a strong emphasis on summative evaluation rather than on formative evaluation. However, among experts, there is a consensus that formative evaluation is more important. Usable methods of formative evaluation have been found, sorted, compared and described with particular attention paid to the applications in physical education. Conclusions: Formative evaluation of students' teaching is a valuable innovation of the educational process. The research of possibilities of this type of students' participation is only at the beginning. Keywords Evaluation of teaching, teacher evaluation, formative evaluation, physical education, feedback, reflection
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Ciclos de Formação e Organização do Trabalho Pedagógico na Educação FísicaCorreia, Elizete Silva Resende 15 October 2004 (has links)
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Previous issue date: 2004-10-15 / The work aimed in discussing the organization of the pedagogical work of the
Physical Education teacher facing the new structure of the fundamental education in the
Municipal Network of Education of Goiânia in cycles of formation of the human
development. The conceiving of the cycles supports the idea of gathering the students by
age or phases of human development, between time gaps of three years, finishing the
school in nine years. This proposal changes the process of evaluation by extinguishing the
reprove, to assure that the student will stay on the school. The studies about the cycles of
formation were made by the reading of the documents published by the Municipal
Secretariat of Education of Goiânia, from articles and books that discuss the proposal and
others that discuss the pedagogical practical in the Physical Education. It was made a field
research, divided in two moments: in the first, teachers of Physical Education of the second
cycle were interviewed and, in the second, observations were made, in the classroom of one
teacher. The concept of organization of the pedagogical work used was the one elaborated
by Luis Carlos de Freitas (2002), that conceive it in two levels articulated by each other: the
level of the project political-pedagogical, with the school educational objectives, and the
pedagogical project developed in classrooms, from the categories of evaluation/objectives
and content/method. Thus, it was searched to characterize the Physical Education teachers
and learn how they place their subject in the school organized in cycles of formation and
how it is their pedagogical practice. It was observed differences in the organization of the
pedagogical work of the teacher of Physical Education. But, in most cases, it was not
verified a significant alteration in the practice of the teacher, existing a tendency to depart
the pedagogical practice of the teacher between the proposal of the cycles of formation. / O trabalho teve o interesse em discutir a organização do trabalho pedagógico do
professor de Educação Física frente à reestruturação do ensino fundamental da Rede
Municipal de Ensino de Goiânia em ciclos de formação do desenvolvimento humano. A
concepção dos ciclos defende a idéia de agrupar os educandos por faixa etária ou pelas
fases do desenvolvimento humano, compreendidas em períodos temporais de três em três
anos, completando o processo escolar em nove anos. Essa proposta modifica o processo
avaliativo mediante a extinção da reprovação, a fim de garantir a permanência do aluno na
escola. Os estudos referentes aos ciclos de formação foram realizados mediante a leitura de
documentos editados pela própria Secretaria Municipal de Ensino de Goiânia, de artigos e
livros que discutem a proposta e outros que discutem a prática pedagógica no âmbito da
Educação Física. Realizou-se uma pesquisa de campo, do tipo qualitativa, dividida em dois
momentos: no primeiro, foram entrevistados professores de Educação Física do ciclo II e,
no segundo, foram feitas observações, em sala de aula, de um professor. Partiu-se do
conceito de organização do trabalho pedagógico elaborado por Luiz Carlos de Freitas
(2002), que o concebe em dois níveis articulados entre si: o nível do projeto políticopedagógico,
com os objetivos educacionais escolares, e o projeto pedagógico desenvolvido
em sala de aula, a partir das categorias avaliação/objetivos e conteúdo/método. Buscou-se,
assim, caracterizar os professores de Educação Física e apreender como eles situam sua
disciplina no âmbito da escola organizada em ciclos de formação e, ainda, como se verifica
sua prática pedagógica. Foram observadas diferenças na organização do trabalho
pedagógico do professor de Educação Física. Mas, de modo geral, não se verifica uma
significativa alteração na prática do professor, havendo uma tendência ao distanciamento da
prática pedagógica docente em relação aos princípios da proposta de ciclos de formação.
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A produção do conhecimento dos docentes do Departamento de Educação Física da Universidade Federal de SergipeAndrade, Jênisson Alves de 14 June 2013 (has links)
The present study aims to answer the question: What are the epistemological tendencies that guide the production of knowledge of teachers in Degree in Physical Education, Federal University of Sergipe? We leave the research nationally EPISTEF - Epistemology of Physical Education - which investigates ´Production of knowledge in physical education: the impact graduate of South and Southeast system in training teachers and doctors working in the Higher Education Institutions northeast´in order to map the production of knowledge in the area of Physical Education in Brazil, highlighting the impact of knowledge production in southern and southeastern regions in the northeast. The same happens under funding from FAPESP - Foundation for Research Support of the State of São Paulo. The study methodology is based on the an epistemological matrix developed by Sanchez Gamboa and is also in preparation in the national survey. Our objective: to analyze the production of knowledge of teachers in Bachelor of Physical Education, Federal University of Sergipe regarding the epistemological tendencies that guide the preparation of dissertations and theses. Our main findings were that the epistemological debate in Physical Education currently points to a clash between the |linguistic turns| and a |real rescue independent of consciousness and language|; between 14 productions, 12 were defended from the 2000s, only 3 were defended in the Graduate Programs in Physical Education, the others were defended in Education; predominate phenomenological-hermeneutical epistemological tendencies (6), then the critical-dialectical (4), empirical-analytical (2) and postmodern (2). This points us to the predominance of studies in the field of Education; Predominance of phenomenological hermeneutic trend followed trends critical-dialectical, empirical-analytical and post-modern, the latter two with the same number of productions; most productions, twelve of fourteen, were defended from the 2000s, a time of great growth of Postgraduate in Northeastern Brazil. / O presente estudo busca responder à pergunta: Quais as tendências epistemológicas que orientam a produção do conhecimento dos docentes do Curso de Licenciatura em Educação Física da Universidade Federal de Sergipe? Partimos da pesquisa em âmbito nacional EPISTEF Epistemologia da Educação Física a qual investiga Produção do conhecimento em Educação Física: impacto do sistema de pós-graduação das regiões Sul e Sudeste na formação de mestres e doutores que atuam nas Instituições de Ensino Superior da região Nordeste com o intuito de mapear a produção do conhecimento na área de Educação Física no Brasil, destacando o impacto da produção do conhecimento nas regiões sul e sudeste na região nordeste. A mesma acontece sob financiamento da FAPESP Fundação de amparo à pesquisa do estado de São Paulo. A metodologia do estudo é baseada na matriz epistemológica desenvolvida por Sánchez Gamboa e que está também em fase de elaboração na pesquisa nacional. Tivemos como objetivo: analisar a produção do conhecimento dos docentes do Curso de Licenciatura em Educação Física da Universidade Federal de Sergipe no que se refere as tendências epistemológicas que orientam a elaboração de dissertações e teses. Nossas principais constatações foram que o debate epistemológico na Educação Física atualmente aponta para um embate entre os giros linguísticos e um resgate do real independente da consciência e da linguagem ; entre as 14 produções, 12 foram defendidas a partir dos anos 2000, apenas 3 foram defendidas em programas de Pós-Graduação em Educação Física, as demais foram defendidas em Educação; predominam as tendências epistemológicas fenomenológico-hermenêuticas (6), seguida das crítico-dialéticas (4), empírico-analíticas (2) e pós-modernas (2). O que nos aponta para a predominância de produções na área da Educação; Predominância da tendência fenomenológico-hermenêutica, seguida das tendências crítico-dialética, empírico-analítica e pós-moderna, sendo as duas últimas com o mesmo número de produções; a maior parte das produções, doze das quatorze, foram defendidas a partir dos anos 2000, um momento de um grande crescimento da Pós-Graduação na Região Nordeste do Brasil.
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