Carla Valério
Biographic Data
| ID | 6685286 |
|---|---|
| NAME | Carla Valério |
| GIVEN NAMES | Carla |
| FAMILY NAME | Valério |
| SIGNATURE | VALERIO C |
| AFFILIATIONS | Southern Cross University |
| ORCID | 0000-0002-2199-4695 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Validation of the Barriers to Sports Coaching Questionnaire for Women to the Portuguese Sports Contexts
Despite recent advances in women’s sport in Portugal, coaching remains a highly gendered domain in which women continue to be underrepresented in leadership positions. Understanding the barriers that constrain women’s coaching careers is therefore essential for advancing gender equality in sport. This study aimed to validate the Barriers to Sports Coaching Questionnaire for Women (BSCQW) for the Portuguese sport context. Following a translation a…
The interplay between student-centred pedagogical strategies and preservice teachers’ epistemological development in physical education teacher education
Understanding how preservice teachers (PSTs) form their epistemological beliefs (EBs) is crucial for seeing how these beliefs influence teaching practices, particularly whether they encourage active learning or mere knowledge transmission. Building on this premise, this study aimed to examine the interplay between student-centred pedagogical strategies used in a 2-year physical education teacher education (PETE) programme and the development of P…
Navigating identity development as an ‘international inexperienced’ early career health and physical education teacher educator
Could caring be the engine to better orchestrate? An interpretative case study of a world championship futsal coaching team
Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme
Background Research demonstrates the benefits of communities of practice (CoP) for teachers’ professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers’ (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes. Negotiation of meaning (NofM) is a crucial concept regarding learning inside of a CoP. Hence, understand how meaning is ne…
Transitioning from PE teacher to PE teacher educator through a critical friendship – from ‘I’ to ‘WE’
Transitioning from PE teacher to PE teacher educator through a critical friendship–from ‘I’ to ‘WE’: a collaborative autoethnography
Diving into Real-World Practicum in Physical Education
Reflection is crucial for aspiring teachers, yet many pre-service teachers (PSTs) struggle to grasp its true meaning. This study explores how PSTs deconstruct their initial reflections and re-signify their understanding based on challenges encountered in real-world practicum settings. Additionally, it examines how the facilitator supported the PSTs’ reflections over time. Over the course of a year in the physical education teacher education conte…
The Head Coach as a Coach Developer
As teacher education, coach education is also a continuous and unfinished path by nature. This study explored how the head-coach (HC) of a world champion futsal team worked as a coach developer of their assistant-coaches (AC). Specifically, the main pedagogical strategies used, how they were applied, and impacted on the perceived professional development of their staff members were investigated. An interpretative case-study was adopted since it e…
He isn’t a teacher. He is our friend’
The use of ethnographic approaches to study social settings has been steadily increasing over the last several decades. However, relatively few studies have been conducted with children, particularly in physical activity settings. This dearth of research may be due to the reported challenges of trying to ‘fit in’ in the world of children. This autoethnographic study provides insight into the approach utilised to conduct an ethnographic study with…
Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches
The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space.The cont…
How can tailored questions foster reflection in preservice teachers? A year-long action research study
This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, interventio…
Becoming an ethnographer in a Physical Education Teacher Education culture
The aim of this article is to uncover a transformative journey of a novice ethnographer, as she encountered the field of ethnographic research in a Physical Education Teacher Education culture. Particularly, through an analytical autoethnography, this study will present crucial experiences recognized as fieldwork dilemmas and encounter the strategies developed in order to address them.Data was generated through a field diary and a reflexive log f…
Does Sport Education promote equitable game-play participation? Effects of learning context and students’ sex and skill-level
This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; M age 12.9±1.3) were affiliated in three teams of e…
Becoming an ethnographer in a Physical Education Teacher Education culture
The aim of this article is to uncover a transformative journey of a novice ethnographer, as she encountered the field of ethnographic research in a Physical Education Teacher Education culture. Particularly, through an analytical autoethnography, this study will present crucial experiences recognized as fieldwork dilemmas and encounter the strategies developed in order to address them.Data was generated through a field diary and a reflexive log f…
Transitioning from PE teacher to PE teacher educator through a critical friendship – from ‘I’ to ‘WE’
Transitioning from PE teacher to PE teacher educator through a critical friendship–from ‘I’ to ‘WE’: a collaborative autoethnography
Navigating identity development as an ‘international inexperienced’ early career health and physical education teacher educator
He isn’t a teacher. He is our friend’
The use of ethnographic approaches to study social settings has been steadily increasing over the last several decades. However, relatively few studies have been conducted with children, particularly in physical activity settings. This dearth of research may be due to the reported challenges of trying to ‘fit in’ in the world of children. This autoethnographic study provides insight into the approach utilised to conduct an ethnographic study with…
Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches
The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space.The cont…
Becoming an ethnographer in a Physical Education Teacher Education culture
The aim of this article is to uncover a transformative journey of a novice ethnographer, as she encountered the field of ethnographic research in a Physical Education Teacher Education culture. Particularly, through an analytical autoethnography, this study will present crucial experiences recognized as fieldwork dilemmas and encounter the strategies developed in order to address them.Data was generated through a field diary and a reflexive log f…
Does Sport Education promote equitable game-play participation? Effects of learning context and students’ sex and skill-level
This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; M age 12.9±1.3) were affiliated in three teams of e…
Diving into Real-World Practicum in Physical Education
Reflection is crucial for aspiring teachers, yet many pre-service teachers (PSTs) struggle to grasp its true meaning. This study explores how PSTs deconstruct their initial reflections and re-signify their understanding based on challenges encountered in real-world practicum settings. Additionally, it examines how the facilitator supported the PSTs’ reflections over time. Over the course of a year in the physical education teacher education conte…
The Head Coach as a Coach Developer
As teacher education, coach education is also a continuous and unfinished path by nature. This study explored how the head-coach (HC) of a world champion futsal team worked as a coach developer of their assistant-coaches (AC). Specifically, the main pedagogical strategies used, how they were applied, and impacted on the perceived professional development of their staff members were investigated. An interpretative case-study was adopted since it e…
He isn’t a teacher. He is our friend’
The use of ethnographic approaches to study social settings has been steadily increasing over the last several decades. However, relatively few studies have been conducted with children, particularly in physical activity settings. This dearth of research may be due to the reported challenges of trying to ‘fit in’ in the world of children. This autoethnographic study provides insight into the approach utilised to conduct an ethnographic study with…
Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches
The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space.The cont…
How can tailored questions foster reflection in preservice teachers? A year-long action research study
This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, interventio…
Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme
Background Research demonstrates the benefits of communities of practice (CoP) for teachers’ professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers’ (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes. Negotiation of meaning (NofM) is a crucial concept regarding learning inside of a CoP. Hence, understand how meaning is ne…
Transitioning from PE teacher to PE teacher educator through a critical friendship – from ‘I’ to ‘WE’
Transitioning from PE teacher to PE teacher educator through a critical friendship–from ‘I’ to ‘WE’: a collaborative autoethnography
Navigating identity development as an ‘international inexperienced’ early career health and physical education teacher educator
Could caring be the engine to better orchestrate? An interpretative case study of a world championship futsal coaching team
Validation of the Barriers to Sports Coaching Questionnaire for Women to the Portuguese Sports Contexts
Despite recent advances in women’s sport in Portugal, coaching remains a highly gendered domain in which women continue to be underrepresented in leadership positions. Understanding the barriers that constrain women’s coaching careers is therefore essential for advancing gender equality in sport. This study aimed to validate the Barriers to Sports Coaching Questionnaire for Women (BSCQW) for the Portuguese sport context. Following a translation a…
The interplay between student-centred pedagogical strategies and preservice teachers’ epistemological development in physical education teacher education
Understanding how preservice teachers (PSTs) form their epistemological beliefs (EBs) is crucial for seeing how these beliefs influence teaching practices, particularly whether they encourage active learning or mere knowledge transmission. Building on this premise, this study aimed to examine the interplay between student-centred pedagogical strategies used in a 2-year physical education teacher education (PETE) programme and the development of P…
Physical Education and Pedagogy (10 works) · Psychology (10 works) · Pedagogy (9 works) · Sociology (8 works) · Inclusion and Disability in Education and Sport (7 works) · Mathematics education (6 works) · Teacher education (6 works) · Context (archaeology (5 works) · Ethnography (5 works) · Professional development (5 works)