Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-01T17:47:44Z No. of bitstreams: 1 2013 - Bruno de Oliveira Costa.pdf: 983143 bytes, checksum: b24e9c2bdd02555eebb874922bce5db6 (MD5) / Made available in DSpace on 2018-11-01T17:47:44Z (GMT). No. of bitstreams: 1 2013 - Bruno de Oliveira Costa.pdf: 983143 bytes, checksum: b24e9c2bdd02555eebb874922bce5db6 (MD5) Previous issue date: 2013-08-29 / CAPES / Thought and action are the result of interactions and professional experiences along teachers? careers. The knowledge and skills of teachers towards teaching context lead to different levels of concerns. The objective of this study was to investigate the relationship between pedagogical concerns of physical education teachers and the stages of professional development. This research is descriptive and was conducted in two phases. The first phase involved the application of Teachers Concerns Questionnaire - Physical Education (TCQ-PE, MCBRIDE, 1998) to 254 physical education teachers from education municipality of Rio de Janeiro, to identify their pedagogical concerns. The TCQ-P, (McBride, 1998), consists of 15 assertions that characterizes teachers' concerns into categories self, task and impact. In the second phase were selected eight teachers according to the stage they were at in their careers. These teachers were interviewed in order to know if their pedagogical concerns corresponded to the stage where they were in the teaching career. Data analysis in the first phase was quantitative and descriptive, while in the second phase proceeded content analysis of the transcribed interviews. The results show the predominance of concerns about the impact at all career stages, except those teachers of disinvestment phase that were more concerned with the task. Concerns about task and the impact were stable between career stages, while there was a slight decrease of self concerns when teachers progressed in his career. There was a tendency of teachers' concerns correspond with career stages, except the case a teacher in the diversification phase. Thus, partial match was found between teachers concerns and stages of professional development, despite commonalities and interactions established as teachers advance the teaching profession. / O pensamento e a a??o resultam da intera??o das distintas experi?ncias profissionais vivenciadas ao longo da carreira docente dos professores e o contexto em que trabalham. Os conhecimentos e compet?ncias dos professores confrontados com as demandas de contexto do ensino geram diferenciados n?veis de preocupa??es. O objetivo central deste estudo foi verificar se existe correspond?ncia entre as preocupa??es pedag?gicas manifestadas pelos professores de educa??o f?sica e os est?gios de desenvolvimento profissional. A pesquisa ? descritiva e foi realizada em duas fases. A fase extensiva de car?ter quantitativo e a fase intensiva de car?ter qualitativo. A amostra da fase extensiva ? composta de 254 professores de educa??o f?sica do munic?pio do Rio de Janeiro. Desta amostra selecionou-se oito professores para compor a amostra da fase intensiva, consoante com a fase da carreira. O instrumento utilizado na fase extensiva foi o Teachers Concerns Questionnaire ? Physical Education (TCQ-PE, MCBRIDE, 1998), composto de 15 assertivas que classifica as preocupa??es dos professores nas categorias consigo, com a tarefa e com o impacto. Na fase intensiva, o instrumento utilizado foi uma entrevista semi-estruturada com quest?es baseadas nas categorias de preocupa??es da teoria de Fuller (1969) e que constam do TCQ-PE. O tratamento dos dados da fase extensiva deu-se mediante estat?stica descritiva, destacando-se valores de m?dia e desvio padr?o das preocupa??es dos professores de educa??o f?sica. As entrevistas da fase intensiva da pesquisa foram transcritas e a an?lise das transcri??es foi realizada mediante an?lise de conte?do. Os resultados apontam que as preocupa??es com o impacto foram predominantes em todas as fases da carreira, exceto na fase de desinvestimento que apresentou maiores valores com a tarefa. Observou-se tamb?m que os escores das categorias de preocupa??es com a tarefa e com o impacto se mantiveram est?veis entre as fases da carreira, enquanto as preocupa??es consigo mostraram leve decr?scimo. Quanto a rela??o entre as preocupa??es dos professores e as fases da carreira identificou-se que h? uma tend?ncia de correspond?ncia entre as preocupa??es relatadas pelos professores e a fase em que se encontravam na carreira, exceto um caso da fase de diversifica??o. Dessa forma, foi verificada correspond?ncia parcial entre preocupa??es dos professores e as fases de desenvolvimento profissional, apesar de verificar-se comunalidades e intera??es estabelecidas conforme os professores avan?am na carreira docente.