Paula Batista
Dados Biográficos
| ID | 1497346 |
|---|---|
| NOME | Paula Batista |
| PRENOMES | Paula |
| SOBRENOME | Batista |
| ASSINATURA | BATISTA P |
| AFILIAÇÕES | Universidade do Porto |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 11 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Making individual teacher educator professional agency visible
This paper explores teacher educators’ professional agency through a qualitative analysis of career stories of 44 Teacher Educators in five European countries (England, Ireland, the Netherlands, Portugal and Scotland). The career stories were collected and analysed as part of the first phase of the Teacher Educator Living Library (TELL) project. Through collaborative interpretive analysis, we identify how professional agency can manifest itself i…
Ensino on-Line Em Período De Confinamento
Explorar as vozes de estudantes estagiários/as de Educação Física acerca do processo de reconfiguração do ensino presencial para o ensino on-line foi o propósito deste estudo. Foram incluídas 48 narrativas de estudantes-estagiários/as de quatro instituições de ensino superior de formação de professores de Educação Física em Portugal. A análise temática teve como conceitos sensibilizadores os elementos essenciais para a transação educativa (Garris…
Giving birth to a supervisory identity built upon pedagogical perspectives on teaching
Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professi…
A experiência de estágio
O artigo descreve e interpreta as expectativas de estudantes estagiários e o impacto e as vivências para a construção de sua identidade como professor. Foram realizadas entrevistas semiestruturadas com 12 estagiários da Faculdade de Desporto da Universidade do Porto, as quais foram gravadas, transcritas e submetidas à análise de conteúdo com o auxílio do programa Nvivo9. Os dados evidenciam que os estagiários dão maior relevância às expectativas …
Becoming a physical education teacher during formalised school placement
Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school pla…
Latent learning in the work place
The aim of this study was to investigate the work-based internship experiences of eight student-coaches. This was particularly in terms of what precisely such coaches learned within the practical context, and how they engaged with unexpected situational events. The methods employed within the project included focus group interviews and participant observation. In particular, the student-coaches were both interviewed and observed over the course o…
Reconstructing a supervisory identity
Cooperating teachers’ teaching perspectives and participation in initial teacher education have been frequently considered as ways to understand teachers’ learning trajectories and professional identity at workplace settings (Clarke and Jarvis-Selinger, 2005; Clarke et al.2014; Lave and Wenger, 1991). A case study approach was employed to examine the challenging supervisory experiences of a highly experienced physical education cooperating teache…
Becoming a physical education teacher during formalised school placement
Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school pla…
Latent learning in the work place
The aim of this study was to investigate the work-based internship experiences of eight student-coaches. This was particularly in terms of what precisely such coaches learned within the practical context, and how they engaged with unexpected situational events. The methods employed within the project included focus group interviews and participant observation. In particular, the student-coaches were both interviewed and observed over the course o…
Latent learning in the work place
The aim of this study was to investigate the work-based internship experiences of eight student-coaches. This was particularly in terms of what precisely such coaches learned within the practical context, and how they engaged with unexpected situational events. The methods employed within the project included focus group interviews and participant observation. In particular, the student-coaches were both interviewed and observed over the course o…
Reconstructing a supervisory identity
Cooperating teachers’ teaching perspectives and participation in initial teacher education have been frequently considered as ways to understand teachers’ learning trajectories and professional identity at workplace settings (Clarke and Jarvis-Selinger, 2005; Clarke et al.2014; Lave and Wenger, 1991). A case study approach was employed to examine the challenging supervisory experiences of a highly experienced physical education cooperating teache…
Becoming a physical education teacher during formalised school placement
Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school pla…
Giving birth to a supervisory identity built upon pedagogical perspectives on teaching
Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professi…
A experiência de estágio
O artigo descreve e interpreta as expectativas de estudantes estagiários e o impacto e as vivências para a construção de sua identidade como professor. Foram realizadas entrevistas semiestruturadas com 12 estagiários da Faculdade de Desporto da Universidade do Porto, as quais foram gravadas, transcritas e submetidas à análise de conteúdo com o auxílio do programa Nvivo9. Os dados evidenciam que os estagiários dão maior relevância às expectativas …
Ensino on-Line Em Período De Confinamento
Explorar as vozes de estudantes estagiários/as de Educação Física acerca do processo de reconfiguração do ensino presencial para o ensino on-line foi o propósito deste estudo. Foram incluídas 48 narrativas de estudantes-estagiários/as de quatro instituições de ensino superior de formação de professores de Educação Física em Portugal. A análise temática teve como conceitos sensibilizadores os elementos essenciais para a transação educativa (Garris…
Making individual teacher educator professional agency visible
This paper explores teacher educators’ professional agency through a qualitative analysis of career stories of 44 Teacher Educators in five European countries (England, Ireland, the Netherlands, Portugal and Scotland). The career stories were collected and analysed as part of the first phase of the Teacher Educator Living Library (TELL) project. Through collaborative interpretive analysis, we identify how professional agency can manifest itself i…
Physical Education and Pedagogy (5 obras) · Qualitative research (5 obras) · Sociology (5 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Teacher education (4 obras) · Identity (music (3 obras) · Physical education (3 obras) · Professional development (3 obras)