Obstacles for physical education teachers in public schools: an unsustainable situation

Osborne, Renata; Belmont, Rachel Saraiva; Peixoto, Rodrigo Portal; Azevedo, Ivone Ouverney Santos de; Carvalho, Arlindo Fernando Paiva de

doi:10.1590/s1980-6574201600040015

Cited by 19 publications

(11 citation statements)

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“…As respostas classificadas como 5, 6 e 7 predominaram em 44% dos fatores apresentados aos pesquisados. Comparando esses resultados com os de recentes estudos que mostram diversificados fatores que dificultam o trabalho dos docentes de EF em escolas públicas de diferentes estados brasileiros (BERNARDI; MOLINA NETO, 2016;OSBORNE et al, 2016;RUFINO, 2017), uma parte considerável dos profissionais que colaboraram com nossa pesquisa considera boas as condições para a organização e efetivação do trabalho pedagógico do professor de EF na rede municipal de São Paulo. Na tabela 1 são listados esses fatores com seus respectivos escores 2 .…”

Section: Resultsunclassified

Condicionantes que facilitam a prática pedagógica em educação física escolar na rede municipal de São Paulo

Maldonado

Silva

2018

Cad. Educ. Fís. Esp.

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Objetivo: analisar os condicionantes que facilitam a prática pedagógica de professores de Educação Física na percepção dos docentes e de gestores da rede municipal de São Paulo. Métodos: pesquisa de campo de caráter quantitativo-descritivo, realizado junto a 79 professores e 56 gestores. Resultados: os resultados mostraram que 44% dos fatores de ordem sociopolítica e cultural, institucional-organizacional e didático-pedagógica, sugeridos por meio do questionário foram percebidos como aqueles que facilitam as ações didáticas. Aspectos relacionados à remuneração e condições de trabalho não foram percebidos como facilitadores. A organização da rede de ensino e da escola em que o professor trabalha, as qualidades didáticas dos professores, gestores educacionais dos órgãos centrais e os da escola trabalhando em estreita relação com os professores foram avaliados como aspectos importantes para a concretização das intenções do trabalho educativo. Conclusão: esses fatores auxiliam na reflexão constante do professor sobre a sua prática pedagógica. Entretanto, é necessário a criação de políticas públicas que melhorem as condições de trabalho nas escolas e criem autonomia para os docentes participarem da elaboração de propostas curriculares.ABSTRACT. Conditions that facilitate pedagogical practice in school physical education in the São Paulo’s public educational system. Objective: to analyze the factors that facilitate the pedagogical practice of teachers of Physical Education in the perception of them and in the managers of the municipal network of Sao Paulo. Methods: perceptions by means of field research of character quantitative-descriptive that interviewed, with a structured screenplay, 79 teachers and 56 managers. Results: the results showed that 44% of the socio-cultural, institutional-organizational and didactic-pedagogical factors suggested to respondents were perceived as those that facilitate the didactic actions. Aspects related to remuneration and working conditions were not perceived as facilitators. The organization of the public education system and the teacher works school organization, the didactic qualities of the teachers, educational managers of the central organisms and those of the school working in close relationship with the teachers were evaluated as important aspects for the realization of the intentions of the educational work. Conclusion: we conclude that these factors help in the teacher ‘s constant reflection on his pedagogical practice. However, it is necessary to create public policies that improve working conditions in schools and create autonomy for teachers to participate in the elaboration of curricular proposals.

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Section: Resultsunclassified

Condicionantes que facilitam a prática pedagógica em educação física escolar na rede municipal de São Paulo

Maldonado

Silva

2018

Cad. Educ. Fís. Esp.

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“…With regard to the other difficulties encountered by the pupils, the return of the ball was cited by the teachers. This obstacle is also underlined by Osborne et al (2016). According to these authors, students often hit the ball on the left or right parts of the landing plate because of its poor formation (presentation of the outer sides of the forearms instead of the inner parts).…”

Section: Discussionmentioning

confidence: 99%

Teaching of a volleyball technique and representations of physical education teachers in Sub-Saharan African environment

Gabin¹,

Gorgon²,

Christophe³

et al. 2021

Educ. Res. Rev.

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The purpose of this study is to identify and analyze, based on representations of physical education teachers, the obstacles to teaching of cuff volleyball in middle schools in Brazzaville, Congo. The theoretical model of Trinquier's representations, which is based on the "attitude" variable as an evaluative judgment variable, made it possible to distinguish the attitudes of teachers and to characterize this population in terms of representations, and therefore sociological anchors. A total of 86 physical education teachers responded to a questionnaire, and 18 structured and intensive interviews were carried out. These were addressed using categorical content analysis. Subsequently, classical statistical indices (numbers, percentages, confidence interval), chi-square test and multinomial regression analysis were used to analyze the attitudes observed on teachers. The results show that the lack of time, material and space, the plethora of effectives in classes, the specific perceptions to socio-professional, motivational, ecological and didactic variables, represent pedagogical misunderstandings by hampering the teaching process of this technical gesture. Thus, our data reveal the need to promote new methods of teaching volleyball cuff, contextualized in Negro African environment.

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“…But, this is often forgotten, given the pressure existing in the lower education levels toward instrumental learning. As a result, many childcare settings focus exclusively on academic content, making young children's opportunities to advance motor skills in these settings increasingly limited (Cameron et al, 2016;Osborne et al, 2016;Macdonald et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Association Between Preschoolers’ Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

2020

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Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (β = 0.344, p = 0.025; β = 0.349, p = 0.024, respectively) and overall academic competency (β = 0.267, p = 0.065; β = 0.493, p = 0.001, respectively). However, only

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Obstacles for physical education teachers in public schools: an unsustainable situation

Cited by 19 publications

References 10 publications

Condicionantes que facilitam a prática pedagógica em educação física escolar na rede municipal de São Paulo

Condicionantes que facilitam a prática pedagógica em educação física escolar na rede municipal de São Paulo

Teaching of a volleyball technique and representations of physical education teachers in Sub-Saharan African environment

Association Between Preschoolers’ Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

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