The construction of knowledge teachers in initial teachers education of physical Education

Abstract

Scholars and researchers in recent years have turned their attention to teacher education, mainly regarding issues related to teachers' knowledge, trying thus to comprehend which knowledge is present within the pedagogical practice. Under this process, and hence entering into the PIBID (Scholarship Program for Initiation to Teaching), I had closer contact with the school, specifically with teachers' ineffective practice. Some questions arose about the fact that the students present a kind of (discourse) knowledge other than teachers do (pragmatic). Although both may share some common experiences linked to the schooling process, each one speaks from a different standpoint. It points out another question: What is the place that student, school, and university teachers occupy in the field of teacher education? From such context, this investigation aims, as a general objective, to understand how supervised teaching in schools' student's elaborate knowledge to be mobilized in teaching practice. Specifically what is sought is to: (a) identify knowledge that is mobilized by Physical Education students in order to elaborate their Teaching Projects during Supervised Teaching Practice, and (b) analyze the origin of such knowledge, with reference to the Teaching Project and Teaching Practice elaboration as well as experiences during the schooling process. This is qualitative and descriptive research, which uses data recollection techniques: interview and AUdocumentary source, organizing results by content analysis.(AU)