ABSTRACT

It is through the daily construction of teaching supported by research strategies that the teachers constantly learn and promote their professional development. As they teach, they learn about themselves, their students and the social context. By taking on the task of investigating their own practice, the teacher also learns the art and challenges of being a researcher. Self-study of Teacher Education Practice methodology was used to identify and analyse the challenges and obstacles perceived by a physical education teacher when acting as a researcher of her own teaching. The instruments for producing information were records created by the teacher-researcher: videos, photographs, observation recorded in field notes, interviews with the collaborating teacher and with the children, audio recording and transcription of the collaborative processes understood in the self-study as critical friends, and the teacher’s reflective narrative about the research process. The information produced was analysed in a thematic form, identifying units of meaning according to the purpose of the study. The analysis of the results indicates that the teacher-researcher perceived barriers and methodological difficulties to act simultaneously in the management of the class and in the production and analysis of the information about her teaching, constantly dealing with the complexity of the school’s everyday activities. The perceived challenges emerged in three moments: in the research planning, in the production of information and records, and in the information analysis. The study allowed us to understand that the teachers’ research on their teaching practice is a challenging process of learning, and that their improvement as researchers is a major factor also to the improvement of teaching.

摘要

教师正是通过以研究策略为支撑的日常教学建设，不断学习，促进专业发展。在教学过程中，他们了解自己、学生和社会环境。通过承担调查自己的实践的任务，教师还学习了作为研究人员的艺术和挑战。自学教师教育实践方法用于识别和分析体育教师在担任自己教学研究人员时所感受到的挑战和障碍。产生信息的工具是由教师-研究人员创建的记录：视频、照片、记录在现场笔记中的观察、对合作教师和孩子的采访，在自学中被理解为批判性朋友的协作过程的录音和转录，以及教师对研究过程的反思性叙述。产生的信息以主题形式进行分析，根据研究目的确定意义单位。对结果的分析表明，教师-研究人员意识到在课堂管理和教学信息的生产和分析中同时采取行动的障碍和方法上的困难，不断处理学校日常活动的复杂性。感知到的挑战出现在三个时刻：研究计划、信息和记录的制作以及信息分析。