INTRODUÇÃO: A aprendizagem e o desenvolvimento profissional em Educação Física ocorrem em diferentes contextos. Entre eles, as comunidades de prática são consideradas um contexto promissor, pois possibilitam a participação ativa, envolvendo os membros em um ambiente colaborativo onde o aprendizado e o desenvolvimento ocorrem com e através das relações pessoais. OBJETIVO: Desse modo, o objetivo deste estudo foi realizar uma metassíntese a respeito dos fatores que influenciam o desenvolvimento e manutenção das comunidades de prática de professores e futuros professores de Educação Física.MÉTODOS: A metassíntese é uma metodologia de revisão sistemática que sintetiza os resultados de estudos qualitativos em categorias. Os resultados dos estudos originais foram analisados e sintetizados a partir da análise de conteúdo. As categorias foram determinadas a priori: engajamento mútuo, empreendimento em conjunto e repertório compartilhado.RESULTADOS: Os resultados dos 16 estudos selecionados nos indicam que as comunidades de prática na formação e no desenvolvimento profissional tem origem a partir das necessidades dos interessados. A negociação quanto ao tema ou conteúdo dos encontros ocorreram tanto no início quanto ao longo dos encontros. A comunidades de prática apresentaram diferentes objetivos: aprender a ensinar Educação Física, aprender a implementar modelos de ensino, elaborar um novo currículo, aprender a aplicar uma determinada abordagem de ensino e aperfeiçoar práticas de ensino. Já a manutenção ocorreu a partir das trocas de experiências profissionais e das relações pessoais informais em diferentes contextos: em redes sociais, no estágio obrigatório do curso de graduação, na disciplina do curso de graduação e encontro de grupos de professores. Vale destacar o papel do facilitador para que o repertório compartilhado fosse criado. CONCLUSÃO: Em suma, as comunidades de prática se apresentam como um excelente contexto de aprendizagem e desenvolvimento profissional, já que as comunidades de prática investigadas parecem ter satisfeito as necessidades dos participantes.ABSTRACT. Community of practice in physical education teacher education and professional development: a metasynthesis.BACKGROUND: Learning and professional development in Physical Education occur in different contexts. Among them, communities of practice are considered to be a promising context as they enable active participation. Engaging members in a collaborative environment where learning and development take place with and through personal relationships.OBJECTIVE: Thus, the aim of this study was to carry out a meta-synthesis about the factors that influence the development and maintenance of communities of practice for teachers and future Physical Education teachers.METHODS: Metasynthesis is a systematic review methodology that synthesizes the results of qualitative studies in categories. The results of the original studies were analyzed and synthesized from the content analysis. The categories were determined a priori: mutual engagement, joint enterprise and shared repertoire.RESULTS: The results of the 16 selected studies indicate that the communities of practice in teacher education and professional development originate from the needs of those interested. Negotiations regarding the theme or content of the meetings took place both at the beginning and throughout the meetings. The communities of practice had different objectives: learn to teach Physical Education, learn to implement teaching models, develop a new curriculum, learn to apply a particular teaching approach and improve teaching practices. Maintenance, on the other hand, occurred based on the exchange of professional experiences and informal personal relationships in different contexts: in social networks, in the mandatory stage of the undergraduate course, in the subject of the undergraduate course and meeting of groups of teachers. It is worth highlighting the role of the facilitator so that the shared repertoire was created.CONCLUSION: In short, communities of practice present themselves as an excellent context for learning and professional development, since the communities of practice investigated seem to have satisfied the needs of the participants.

RESUMO O objetivo do estudo foi analisar as fontes de crenças sobre as estratégias de ensino dos esportes coletivos de universitários do curso de Licenciatura em Educação Física de uma universidade pública do sul do Brasil. Adotaram-se procedimentos de estudo qualitativo em que participaram 4 universitários. Os dados foram obtidos por meio de observação sistemática, seguido de entrevistas com estimulação de memória e analisados através da Análise de Conteúdo. Os resultados indicaram que as fontes de crenças estavam relacionadas as experiências de prática motora, os feedbacks e as observações de professores. Conclui-se que as crenças dos universitários se desenvolveram por experiências ao longo da vida, envolvendo diversos contextos e situações de aprendizagem.

The aim was to identify the beliefs about teaching practices oriented to constructivism by Elementary Physical Education teachers of the Florianópolis Metropolitan Nucleus, in Santa Catarina, Brazil. In this quantitative and descriptive study, 129 Physical Education teachers from Elementary School answered a questionnaire to characterize the participants, and a translated and adapted version of the Constructivist Teaching Practices Inventory in Elementary Physical Education - CTPI-EPE. Descriptive statistic and binary logistic regression analysis were used, with the aid of the open source software “R”, version 3.6.1. The results revealed that regardless of personal, academic and professional characteristics, Physical Education teachers investigated perceive their teaching often oriented towards constructivism. It stands out, teachers with a temporary job often have beliefs related to teaching practices oriented towards general constructivism; teachers who did not participate in courses on sports education have beliefs oriented to the development of social cooperation; and professors with a temporary relationship and with a lato sensu graduate program had a greater chance of promoting students' personal relevance in their classes.

The study analyzed the change in beliefs of an undergraduate student about sports teaching during her initial training in Physical Education at a public university in southern Brazil. In this qualitative, descriptive, and interpretive longitudinal study, the unique case of an undergraduate student was investigated, based on semi-structured interview procedures, systematic observation, memory stimulation and Content analysis technique. The results revealed that throughout her initial training, the undergraduate student changed her beliefs related to the purposes, strategies, and organization of content through different processes of conceptual change. This evidence shows that professional learning, comprehensive from the perspective of conceptual change, is an active, long, slow, and gradual process that involves a continuous revision of beliefs.

The objective of this study was to analyze the beliefs of undergraduates about the strategies for teaching sports at the beginning of their Bachelors degree in Physical Education at a public university in Southern Brazil. A qualitative, descriptive and interpretive research approach was adopted through multiple case studies. Eight bachelor students in Physical Education participated in the study. To collect the data, we used a combination of structured and semi-structured interview procedures, systematic observation, and memory stimulation. Content analysis was used from categories determined a priori. The results indicated that the students have beliefs that favor strategies focused on analytical learning tasks, verbal management interventions, prescriptive pedagogical feedbacks, and positive evaluations. These beliefs were developed mainly through personal practical experiences in competitive sports as well as through observation of coaches or teachers and verbal orientations received from coaches and peers. The undergraduates’ beliefs about teaching strategies represent a particular conceptual model, with structures similar to directive teaching models. Thus, we conclude that the prolonged contact of the undergraduates with various learning situations in sports contributed to the memorization of concepts, values, and teaching behaviors, which enabled and conditioned the construction of one own model of teaching sports.