A inserção profissional de professores de educação física iniciantes

Este artigo relata os achados de uma pesquisa que trata dos aspectos singulares dos processos de iniciação à docência e à aprendizagem docente vivida por professores de educação física licenciados, egressos de uma universidade da rede federal de ensino. A metodologia de pesquisa é de cunho qualitativo, de caráter descritivo. O estudo foi realizado com 13 professores iniciantes (nove homens e quatro mulheres) e fez uso de duas técnicas de coleta de dados: entrevista e análises de casos de ensino. Os dados da pesquisa mostram que o pertencimento a um determinado campo disciplinar é um elemento importante a considerar para análise dos processos de inserção profissional e aprendizagem docente, já que definem modos particulares e cruciais de ser professor e de se inserir na profissão

Humanities · Sociology · Education and Digital Technologies · Education Pedagogy and Practices · Philosophy · Psychology · Science and Education Research

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• Helping School Leaders Help New Teachers

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• Pre-service teachers' sense of efficacy

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• Learning (not) to become a teacher

  Open Access•Isabel Rots, Geert Kelchtermans et al.•Teaching and Teacher Education•2011

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• The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation

  Open Access•Geert Kelchtermans, Katrijn Ballet•Teaching and Teacher Education•2002

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• Surviving in the trenches

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• A dialogical approach to conceptualizing teacher identity

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• Teacher educators’ expertise

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• Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology

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• Learning and unlearning

  Open Access•Marilyn Cochran‐smith•Teaching and Teacher Education•2003

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• A Personal Response to those Who Bash Teacher Education

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• Knowledge and Teaching

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