Perfil de formação continuada de professores de Educação Física: modelos, modalidades e contributos para a prática pedagógica

Continuing education of physical education teachers and self-assessment of the teaching domain

“…It is noteworthy that, excluding the frequency of education in the Technical Area of Physical Education conducted by Teacher T7, the average participation in continuing education reported by the teachers was 0.7/year. This result does not differ substantively from the average of 0,6/ year reached by teachers in Ferreira et al research 14 . Although the results found in this research are based on teachers' self-reports (questioning the consonance with the offer by the teaching systems), the expression of the results seems to represent a characteristic pattern of the Brazilian context.…”

“…This situation is due to the limitations and difficulties in pursuing continuing education courses and the few opportunities available in the region, requiring other strategies to compensate for this shortage and remain up to date. The literature highlights short-duration modalities as the most popular with Physical Education teachers 14,2,20 . The results show that most of the teachers completed the modality of lato sensu postgraduate education after the Licentiate Degree as a way of complementing the initial education.…”

“…A number of studies help clarify the results obtained 6,14,22,20 . Although permanent training at schools is a positive factor in acknowledging the school setting as a training space, the continued presence of short-duration sporadic training underscores the lack of public resources for effective continuing education integrated to the needs of teachers and schools and committed to offering quality education 23 .…”

“…Although there is considerable theoretical production on training in the literature, it has not been widely disseminated in school systems. Classic training programs still predominate, offered either by educational systems or undertaken personally by teachers, in accordance with their immediate interests, but the latter is not always aligned with the interests of the school community 14 5 . These modalities can take on a virtual character through the use of Teletraining devices and tools.…”

“…The education in seminars or groups includes the formation of a collective character, with collaborative purposes, which can occur in person or at a distance away from the objectives and learnings which are desired to make effective 14 . The characterizing factor of this modality is the sharing of learning goals in the group of participants.…”