Learning of Teaching in the Professional Socialization in Physical Education

Abstract

-Aims: to investigate how the professional socialization happens through teacher education. Methods: a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. Results: life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. Conclusion: the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.

A formação continuada de professores de Educação Física a partir de um espaço coletivo escolar: uma experiência no Brasil

“…Nessa perspectiva, o conhecimento experiencial é compreendido como um conjunto de representações pelas quais os professores compreendem e interpretam a profissão, bem como a própria prática, constituindo assim a cultura do ensino em ação. No âmbito desta cultura de ensino a prática profissional pode promover a busca pela reorganização dos saberes a partir das exigências do trabalho docente (Souza Neto, Vedovatto Iza e da Silva, 2017).…”

The perceptions of university students' professional socialization process

“…Reaching to this phase has a critical importance for all professionals (Yazdannik, Yousefy & Mohammad, 2017). In the phases of development, the socialization process of the individual is affected by his/her previous learning and experiences (Ke et al, 2017), relationships and interactions (Cerit and Temelli, 2018), attitudes and values of the family, intellectual level and level of motivation at the beginning of the educational training (Neto, Iza & Silva, 2017). The positive continuation of this process helps to enhance the awareness, strengths, competencies, and the critical skills of the individual (MacArthur, Dailey & Villagran, 2016;Langrehr, Green & Lantz, 2017;Neto et al, 2017).…”

“…In the phases of development, the socialization process of the individual is affected by his/her previous learning and experiences (Ke et al, 2017), relationships and interactions (Cerit and Temelli, 2018), attitudes and values of the family, intellectual level and level of motivation at the beginning of the educational training (Neto, Iza & Silva, 2017). The positive continuation of this process helps to enhance the awareness, strengths, competencies, and the critical skills of the individual (MacArthur, Dailey & Villagran, 2016;Langrehr, Green & Lantz, 2017;Neto et al, 2017). The ultimate objective of the professional socialisation process is to enable the individual to identify himself/herself with the profession and develop a professional identity by internalizing knowledge, skills, norms, and values of the profession (Freund et al, 2017;McGregor and Nova Scotia, 2019).…”