Perceptions of pedagogical practice of physical education teachers in Portugal since 1970s

Abstract

SUMMARYThe aim of this study is to analyse how Physical Education teachers in Portugal organise their lessons, taking into consideration the most valued lesson models. Moreover, we sought to understand the existing relationship between those practices, their experiences, attitudes and the influence of training schools, ie, the existing relationship between pedagogical work and a habitus, seen as a product of history and a defining principle of group and individual practices learned empirically in specific contexts. Based on a qualitative methodology, the study focused on a group of fifteen teachers with varied degrees in Physical Education, who graduated from some of the most distinguished schools in Portugal, for e.g., the National Institute of Physical Education, Colleges of Physical Education, and some of the most famous Portuguese faculties in this field of study established in the early 1990s. We concluded that these teachers defend the use of well structured classes, based on strict planning, not neglecting students' motivations. Moreover, that the existence of different pedagogical practices (and attitudes) is possible due to different training, to the specific historical context and different experiences, personalities and motivations of each teacher. These differences suggest, therefore, there is a relationship between pedagogical practices and a habitus, which means experiences acquired in different cultural, political and educational environments.

Planning and assessment practices among Spanish physical education teachers according to experience and teaching level

“…The present study looked at teachers with 10 plus years of experience versus those with less than 10 years’ experience, and it is possible that no significant difference was found with respect to the use of written plans because many of the teachers that were part of the less experienced group were beyond those early years of teaching. Thus, it is possible that many of these teachers in the present study had overcome those early career insecurities that Ferreira and Moreira (2012) suggest lead to an increased use of written plans.…”

“…These results suggest that physical education teachers in Spain are employing planning as part of their teaching practice. This may not seem surprising considering researchers have repeatedly advocated the use of regular planning by physical education teachers (Arthur and Golder, 2020; Doan et al, 2017; Rink, 2010) and studies such as Ferreira and Moreira (2012) have reported that most physical education teachers agree that there are numerous benefits to developing adequate written plans. On the other hand, there have also been studies that reported physical educators, especially those in the early stages of their career, do not commonly complete written plans.…”

“…The vast majority of physical educators in this study utilized written plans and the percentage was higher among teachers with 10 or more years’ teaching experience and among those who teach at the secondary school level versus the primary school level. Because there is support for the use of written plans (Ferreira and Moreira, 2012; Salinas et al, 2006), efforts should be made to try to endorse such planning, especially at the primary school level. Furthermore, it could be beneficial to try modifying the existing mentorship programs for new physical education teachers in Spain, to include greater focus and more specific practical tasks related to planning.…”

“…Specifically, researchers have indicated physical education teachers with less experience give more importance to planning (Viciana and Salinas, 2005). Furthermore, research by Pereira (1999) and Ferreira and Moreira (2012) indicated that teachers without much teaching experience in physical education do more systematic planning than those with considerable experience to reduce their insecurity in interactive practice. A possible reason for the present study's results (i.e.…”

“…Some researchers have reported that a high percentage of physical education teachers do regularly plan their classes (Pereira, 2000; Siedentop, 1998). Additionally, Ferreira and Moreira (2012) found that the majority of physical education teachers agree there are many benefits to proper planning, as well as several notable consequences to inadequate planning. These researchers found that teachers advocate the use of written plans to help achieve focused and structured classes.…”