ABSTRACT

This study examines initial teacher education through the experiences of experienced physical education teachers. The participants were 12 PE teachers working in primary education (grades 1–9 in Brazil) in the municipal public school systems of Santo André, São Bernardo do Campo, and Diadema, cities located in the São Paulo region known as the ‘Greater ABC’ or ‘ABC paulista’. The participating teachers had also graduated from higher education institutions located in this region. This broad area was selected due to its diversity of institutions offering initial teacher education in physical education. The aim was to understand teacher’s perceptions about both public school and teaching during their initial teacher education programs in physical education. Data were gathered through focus group interviews and analyszed to understand how the curricula of different institutions in the same region conceptualized public schools and the teaching of physical education in their initial teacher degree programs. Although teacher education and acting in the classroom cover the same territory, teachers identify a large gap between knowledge prioritized in teacher education programs and that required in everyday school life. Attention is drawn to the lack of themes relevant to working in contemporary schools and report the privileged status given to knowledge those teachers understand as being secondary or even unnecessary in pedagogical practices. Final considerations aimed at bringing about a shift in discussing alternatives for changing and reinterpreting the curriculum of physical education teacher education, thus establishing meanings that meet perspectives in line with everyday school life, its needs, and its reality.

摘要

本研究通过有经验的体育教师的经验来检验初级教师教育。参与者是 12 名体育教师，他们在圣安德烈、圣贝尔纳多坎波和迪亚德马的市立公立学校系统从事小学教育（巴西的 1-9 年级），这些城市位于圣保罗地区，被称为“大 ABC”或 'ABC保利斯塔'。参与的教师也毕业于位于该地区的高等教育机构。之所以选择这个广泛的领域，是因为其提供体育教育初级教师教育的机构多种多样。目的是了解教师在最初的体育教师教育计划中对公立学校和教学的看法。通过焦点小组访谈收集数据并进行分析，以了解同一地区不同机构的课程如何概念化公立学校和初始教师学位课程中的体育教学。尽管教师教育和课堂表演涵盖同一领域，但教师发现教师教育计划中优先考虑的知识与日常学校生活所需的知识之间存在巨大差距。注意到缺乏与当代学校工作相关的主题，并报告了教师认为在教学实践中是次要的甚至不必要的知识的特权地位。最终考虑旨在改变讨论改变和重新解释体育教师教育课程的替代方案，从而建立符合日常学校生活、需求和现实的观点的意义。