scholarly journals A infraestrutura escolar no cerne das aulas de Educação Física: O sucateamento de sistemas públicos de ensino

2020 ◽  
Vol 28 ◽  
pp. 182
Author(s):  
Rubem Barboza Ferreira Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Practice ◽  
Physical Space ◽  
Dialectical Materialism ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Education Professionals ◽  
Adult Participants ◽  
Data Collection Technique

This article seeks to study reports (or perceptions) of students and education professionals on sports school infrastructure in the didactic-methodological process of Physical Education classes, in five municipal public schools, for the final years of elementary school in the city of Armação dos Búzios-RJ, Brazil. Historical and dialectical materialism were the philosophical frameworks used to guide this qualitative method study in the format of multiple cases studies. Semi-structured interviews were used as a data collection technique for adult participants and questionnaires to students. Content analysis of the data led to three categories of analysis: Learning, Physical Space and Teaching Practice and Materials. The results suggest that the pedagogical practice and skills of students are severely affected in Physical Education, based on inefficient material provision and the type and quality of spaces used, including non-school environments such as outdoor courts and public squares.

scholarly journals Relações entre experiências pessoais e uma educação física sensível à diversidade cultural

2017 ◽  
Vol 1 (1) ◽  
pp. 3
Author(s):  
Alexandre Vasconcelos Mazzoni ◽  
Marcos Garcia Neira
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Cultural Diversity ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
The Public ◽  
Life Trajectory ◽  
The Many ◽  
Education Culture

ResumoRealizou-se uma pesquisa com o objetivo de conhecer quais elementos possam ter contribuído para a constituição de uma docência da Educação Física atenta à diversidade cultural. Como procedimento metodológico, optou-se pela pesquisa pedagógica qualitativa. O material resultante da realização de entrevistas semiestruturadas foi confrontado com a teorização cultural. Partindo da análise das concepções de professores da rede pública, que colocam em ação o currículo cultural da Educação Física, inferiram-se as possíveis relações entre a experiência pessoal, o olhar para a contemporaneidade e a atuação pedagógica. Podemos inferir que os elementos que contribuíram para a constituição de uma docência da Educação Física atenta à diversidade cultural podem ter sido gerados por uma trajetória de vida marcada pelo enfrentamento de situações socialmente adversas.Palavras-chave: Educação Física. Cultura. Currículo. Diversidade Cultural. Relationships between personal experiences and physical education sensitive to cultural diversityAbstractResearch was performed aiming to know which are the elements that must have contributed to build a Physical Education teaching practice that is concerned with the cultural diversity. As to the methodology, the pedagogical qualitative research. The material obtained from the semi-structured interviews was compared to the cultural theories. From the analysis of the conceptions of the teachers of the Public Schools, who put into action the cultural syllabus of the Physical Education teaching, were derived the possible relationships among the personal experience, the regard to the contemporaneity and the pedagogical practice. From the many analysis we could derive which are the elements that contributed to creating a teaching practice in Physical Education, which are concerned with the cultural diversity, and may have been generated by a life trajectory marked by socially difficult situations.Keywords: Physical Education. Culture. Curriculum. Cultural Diversity. Relaciones entre experiencias personales y educación física sensibles a la diversidad culturalResumenLa investigación se realizó con el objetivo de conocer cuáles son los elementos que deben haber contribuido para construir una práctica docente de Educación Física que se preocupa por la diversidad cultural. En cuanto a la metodología, se adoptó la investigación cualitativa pedagógica. El material obtenido de las entrevistas semiestructuradas se comparó con las teorías culturales. A partir del análisis de las concepciones de los docentes de las escuelas públicas que pusieron en práctica el currículo cultural de la Educación Física, se derivaron las posibles relaciones entre la experiencia personal, el respeto a la contemporaneidad y la práctica pedagógica. De los muchos análisis que pudimos deducir cuáles son los elementos que contribuyeron a la creación de una práctica docente en Educación Física, que se preocupan por la diversidad cultural y que pueden haber sido generadas por una trayectoria vital marcada por situaciones socialmente difíciles.Palabras clave: Educación Física. Cultura. Currículum. Diversidad Cultural.

scholarly journals Male autistic youth experiences of belonging in integrated physical education

Autism ◽  
2021 ◽  
pp. 136236132110186
Author(s):  
Justin A Haegele ◽  
Anthony J Maher
Keyword(s):  
Physical Education ◽  
Peer Relationships ◽  
Peer Interactions ◽  
Physical Space ◽  
The United States ◽  
Educational Needs ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Autistic People ◽  
Locker Room

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

scholarly journals PERCEPÇÕES E REAÇÕES DE PROFESSORES DIANTE DAS POLÍTICAS EDUCACIONAIS: UM ESTUDO COM PROFESSORES DE EDUCAÇÃO FÍSICA

2020 ◽  
Vol 3 ◽  
pp. 188
Author(s):  
Andre Osvaldo Furtado ◽  
Elisandro Schultz Wittizorecki ◽  
Natacha Da Silva Tavares
Keyword(s):  
Physical Education ◽  
State Government ◽  
Teaching Practice ◽  
Rio Grande ◽  
Educational Policies ◽  
Physical Education Teachers ◽  
Daily Routine ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
School Teaching

RESUMOEste estudo busca compreender como os professores de Educação Física atuantes na Rede Estadual de Ensino do Rio Grande do Sul percebem e reagem às políticas educacionais que lhes são demandadas pelos gestores estaduais nas ultimas três gestões do governo estadual do Rio Grande do Sul. Neste sentido foi realizada uma pesquisa qualitativa na perspectiva da etnografia. Como obtenção de informações foram realizadas: observações participantes do cotidiano dos professores de Educação Física, registrada nos diários de campo; entrevistas semiestruturadas com cinco professores de Educação Física e análise de documentos. Através da análise foi possível construir unidades de significado que agrupadas resultaram em três categorias analíticas: a indiferença, a resistência e as marcas. Compreendemos que o professorado de Educação Física participante deste estudo atua em dado momento da sua prática pedagógica com indiferença e resistências às políticas educacionais formuladas pelos gestores. É possível pensarmos que a resistência dos professores é potencializada quando eles são convidados a preterir elementos da sua história de vida que estão imbricados na sua prática pedagógica.Palavras-chave: Ensino Médio. Trabalho docente. Políticas Educacionais. Prática Pedagógica. ABSTRACTThis study aims to understand how Physical Education teachers from Rio Grande do Sul public state schools follow and react to educational policies demanded by the local and state authorities from the last three state government management of Rio Grande do Sul. In this context, a research focused on ethnography was conducted. To obtain information, there were performed observations in the daily routine of Physical Education teachers, recorded in the field journal; semi-structured interviews with five Physical Education teachers and data analyses. Because of the analyses, it was possible to build meaning units, which organized, result in three analytical categories: the indifference, the resistance, and the marks. The results suggest that the Physical Education teachers, who participated the study, act in their teaching practice indifferently and resistant to educational policies formulated by the state managers. It suggests that the resistance of the teachers is reinforced when they are led to ignore elements from their own life experience which are interwoven with their teaching practices.Keywords: High School. Teaching. Educational policies. Teaching practices.

scholarly journals Bullying in school environment: the educators’ understanding

2020 ◽  
Vol 30 (1) ◽  
pp. 58-64
Author(s):  
Felipe Soares Salgado ◽  
Wanderlei Abadio de Oliveira ◽  
Jorge Luiz Da Silva ◽  
Beatriz Oliveira Pereira ◽  
Marta Angélica Iossi Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Formal Education ◽  
School Context ◽  
School Bullying ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Education Professionals ◽  
The Family

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

scholarly journals Educação e diversidade religiosa: onde está o conhecimento sobre a tradição religiosa africana na vivência da lei 10.639/03?¹

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 45
Author(s):  
Ariene Gomes Olveira ◽  
Allene De Carvalho Lage
Keyword(s):  
Public Schools ◽  
Religious Tradition ◽  
Pedagogical Practice ◽  
African Culture ◽  
Structured Interviews ◽  
Post Colonial ◽  
Colonial Studies ◽  
Religious Intolerance ◽  
Theoretical Support ◽  
De Se

ResumoEste artigo tem como objetivo discutir a importância de um trabalho pedagógico que contemple a diversidade cultural religiosa nas escolas públicas a partir da experiência e/ou visão de sujeitos candomblecistas. A pesquisa foi realizada num terreiro de Candomblé de Nação Ketu em Caruaru-PE, por meio de entrevistas semiestruturadas, tendo como aporte teórico os estudos pós-coloniais e guiada pelo Método do Caso Alargado. Neste sentido, discutimos a prática pedagógica eurocêntrica presente na formação dos professores, diante da necessidade de se trabalhar com a cultura africana no âmbito escolar. Desta forma, encontramos a importância dos conhecimentos existentes no Candomblé, como fonte de saberes relacionados à cultura africana para o trabalho com a Lei 10.639/03 no âmbito escolar e também como alternativa para minimizar a intolerância religiosa presente contra esta religião na sociedade.Palavras-Chave: Candomblé; Intolerância Religiosa; Educação étnico-racial)Education and religious diversity: where is the knowledge about the African religious tradition in the Law 10.639/03?AbstractThis article has the aim to discuss the importance for a pedagogical work that contemplates the religious cultural diversity in public schools from the experience and/or subject candomblecistas vision. The research was carried out in a yard of Candomblé Ketu nation in Caruaru-PE, through semi-structured interviews, having as theoretical support the post-colonial studies and guided by the Case Method Extended. In this sense, we discuss the Eurocentric pedagogical practice present in the training of teachers, given the need to work with African culture in schools. So, we found out the importance of the existing knowledge in the Candomblé, as a source of African knowledge to work with Law 10,639/03 in the school and also as an alternative to minimize this religious intolerance against this religion in society.Keywords: Candomblé; Religious intolerance; Ethnic-racial education.

scholarly journals Incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros de la Institución Educativa Acevedo y Gómez y C.E. El Carmelo del municipio de Puerto Rico Caquetá. Incidence of teacher professionalization in teaching practices of teachers of School Acevedo and Gómez and C.E. Carmel municipality of Puerto Rico Caqueta. Universidad Santo Tomás de Aquino

2015 ◽  
Vol 6 (1) ◽  
pp. 142
Author(s):  
Emilce Heredia ◽  
Ederney Ortìz ◽  
Yoli Patricia Ovalle
Keyword(s):  
Puerto Rico ◽  
Teaching Practice ◽  
Human Dimensions ◽  
Teaching Profession ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Starting Point ◽  
Object Of Study ◽  
The Impact

El presente trabajo aborda el tema de la incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros.   Para tal fin, se toma como punto de partida el análisis del significado e intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este es determinar la incidencia de la profesionalización docente en las prácticas pedagógicas a partir de su caracterización. Teniendo en cuenta su relación con la formación pedagógica de los docentes en diferentes niveles de enseñanza de dos instituciones educativas ubicadas en el municipio de Puerto Rico Caquetá.  Los autores optaron por la investigación cualitativa con enfoque hermenéutico, mediante la utilización de entrevistas. Las unidades de trabajo son los maestros participantes; en cuanto a la unidad documental se trabajó con las hojas de vida de los sujetos involucrados de las dos instituciones. Las definiciones permitieron crear algunas circunspecciones que sirvieron de apoyo para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para  favorecer el ejercicio de la práctica pedagógica de los docentes,  a través   de una práctica docente cuya intención sea la de  generar estrategias que ayuden a la  formación académica y personal de los estudiantes . Donde la práctica pedagógica es entendida como el conjunto de estrategias utilizadas por el docente en el proceso de enseñanza- aprendizaje que de acuerdo a la forma en que es enfocada repercute en el desarrollo de las dimensiones del ser humano.This paper addresses the issue of the impact of professionalization of the teaching profession in pedagogical practices of teachers.  For this purpose, it is token as a starting point the analysis of the meaning intention that teachers assign the object of study. The stated goal for this is to determine the incidence to from its characterizations. To taking into account its relationship with the integral formation of teachers at different levels of formation of two educational institutions in Puerto Rico Caquetá. The authors chose the qualitative research with hermeneutic approach through the use of interviews. Work units are the teachers participating in structured interviews and documentary about the working unit with the resumes of those involved in the two institutions. Definitions helped create some circumspections that supported end reflections, in order to contribute to construction of new knowledge, to promote the exercise of pedagogical practice of teachers for the sake of teaching practice whose intention is to develop strategies that help the integral formation of students. Where teaching practice is understood as the set of strategies used by the teacher in the teaching-learning process that according to the way it is focused impact on the development of human dimensions.

scholarly journals PSICOLOGIA DA EDUCAÇÃO: contribuições para a Educação Física Escolar

2018 ◽  
Vol 3 (10) ◽  
pp. 83
Author(s):  
Izeth Nascimento Barros ◽  
Neusani Oliveira Ives-Felix
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Physical Space ◽  
Teaching Methodology ◽  
De Se ◽  
Teachers And Students ◽  
Emotional Aspects ◽  
Teaching Learning

PSYCHOLOGY OF EDUCATION: contributions to School Physical EducationPSICOLOGÍA EDUCACIONAL: contribuciones a la Educación Física EscolarEste estudo aborda atemática Psicologia da Educação com ênfase nas suas contribuições para a Educação Física Escolar. O objetivo foi analisar as percepções dos professores (e dos alunos) de Educação Física sobre a Psicologia da Educação no processo de ensino-aprendizagem. Partiu-se do questionamento se estavam aplicando ou não a Psicologia da Educação, no que se refere aos aspectos motivacionais, sociais, culturais e emocionais, nas aulas de Educação Física. Foi realizada uma pesquisa de campo de cunho qualitativo. A coleta de dados ocorreu através de observações e entrevistas semiestruturadas, sendo entrevistados dois professores da disciplina de Educação Física de duas escolas públicas, uma municipal “A” e outra estadual “B”, localizadas na sede de Grajaú-MA. A partir da aplicação de questionários aos discentes, sendo 60 alunos da escola “A” e 60 da escola “B”, o resultado obtido desvelou que, entre os fatores que (des) motivam o processo de ensinar e aprender, estão: a formação inicial e continuada na área, a falta de materiais esportivos e de espaço físico, a falta de um currículo, no sentido de ter uma Base Curricular Comum Nacional-BCCN para a Educação Física. Outros fatores podem interferir nesse processo, como a metodologia de ensino, os desejos dos alunos, a relação entre professor/aluno/aluno, as atividades agradáveis que despertem a curiosidade e o desafio. Em geral, constata-se que os professores de Educação Física vêm aplicando a Psicologia da Educação em suas aulas, ora justificada pela formação inicial, ora pela vontade de ensinar.Palavras-chave: Psicologia da Educação; Educação Física Escolar; Motivação.ABSTRACTThis study addresses the Psychology of Education with emphasis on their contributions to School Physical Education. The goal was to analyze the perceptions of teachers (and students) of Physical Education in relation to Psychology of Education in the teaching-learning process. It broke out of questioning whether or not they were applying the Psychology of Education, as regards the motivational, social, cultural, and emotional aspects, in Physical Education classes. A qualitative field survey was conducted. The data collection took place through observations and interstructured interviews, two teachers of the physical education discipline of two public schools, a municipal "A" and another state "B", located at the headquarters of Grajaú-MA. From the application of questionnaires to the descents, being 60 students from school “A” and 60 from school “B”, the result obtained has unveiled that, among the factors that (des)motivate the process of teaching and learning, are: the initial and continuing formation in the area, the lack of sporting materials and Physical space, lack of a curriculum in order to have a common national curriculum Base-BCCN for physical education. Other factors may interfere in this process, such as the teaching methodology, the pupils ' desires, the relationship between teacher/pupil/pupil, the pleasant activities that awaken curiosity and the challenge. In general, it is noted that the teachers of physical education have been applying the psychology of education in their lessons, now justified by the initial formation, now by the willingness to teach.Keywords: Psychology of Education; School Physical Education; Encouragement.RESUMENEste estudio aborda la Psicología a temáticos de la Educación con énfasis en sus contribuciones a la Educación Física de la escuela. El objetivo fue analizar las percepciones de los docentes (y estudiantes) de la Educación Física sobre la Psicología de la educación en el proceso de enseñanza-aprendizaje. Se rompió del cuestionamiento de se estaban o no aplicando la Psicología Educación, en lo que se respecta a los aspectos motivacionales, sociales, culturales y emocionales, en las clases de Educación Física. Se realizó una encuesta de campo cualitativo. La recolección de datos tuvo lugar a través de observaciones y entrevistas intestructurada, dos profesores de la disciplina de Educación Física de dos escuelas públicas, una “A” municipal y otra estado “B”, ubicado en la sede de Grajaú-MA. Desde la aplicación de cuestionarios a los descensos, siendo 60 estudiantes de la escuela "A" y 60 de la escuela "B", el resultado obtenido ha dado a conocer que, entre los factores que (des) motivan el proceso de enseñanza y aprendizaje, son: la formación inicial y continua en la zona, la falta de materiales deportivos y El espacio físico, la falta de un currículo, con el fin de tener un currículo nacional común BCCN para la educación física. Otros factores pueden interferir en este proceso, como la metodología de enseñanza, los deseos de los alumnos, la relación entre el maestro/alumno/alumno, las actividades placenteras que despiertan la curiosidad y el reto. En general, se observa que los profesores de educación física han estado aplicando la psicología de la educación en sus lecciones, ahora justificadas por la formación inicial, ahora por la voluntad de enseñar.Palabras clave: Psicología Educacional; Educación Física Escolar; Motivación.

scholarly journals O/a professor/a de educação física na educação infantil

2019 ◽  
Vol 12 (1) ◽  
pp. 160
Author(s):  
Priscila Errerias Bonfietti ◽  
Gabriel Da Costa Spolaor ◽  
Rogério De Melo Grillo ◽  
Elaine Prodócimo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
School Context ◽  
Structured Interviews ◽  
Education Professionals ◽  
School Work ◽  
Childhood Education ◽  
Body Culture ◽  
Didactic Material

ResumoO estudo teve como objetivo analisar a presença do/a professor/a de Educação Física na Educação Infantil da rede pública de ensino de Jundiaí, SP. Foi realizada pesquisa qualitativa por meio de observações de 50 aulas de Educação Física em 4 escolas e entrevistas semi-estruturadas com os/as 4 professores/as observados/as e as 4 coordenadoras pedagógicas. Verificou-se que a prefeitura fornece material didático e horários de capacitação aos/às especialistas. Porém, esses/as ainda carecem de maior integração e valorização no contexto escolar. Faltam condições estruturais adequadas e a tematização da Cultura Corporal ainda é pouco presente nas escolas. É necessário que se continue em busca de aprimoramentos para a Educação Infantil que dizem respeito não só ao/à especialista, mas a todos/as os/as envolvidos/as no trabalho escolar. ResumenEl estudio tuvo como objetivo analizar la presencia del profesor de Educación Física en la enseñanza infantil de la rede pública de la ciudad de Jundiaí, SP. Fue realizada investigación cualitativa por médio de observaciones de 50 clases de Educación Física en 4 escuelas y  entrevistas semiestructuradas con los 4 profesores observados y los 4 cordinadores pedagógicos. Los resultados apuntaron que son ofrecidos materiales didácticos y períodos  para formación profesional a los docentes. Sin embargo, hay necesidad de mayor integración y valoración del area.  Faltan condiciones estruturales adecuadas y la Cultura Corporal es todavia poco trabajada en la escuela. Hay necesidad de mantener la búsqueda de mejoras para la enseñanza infantil para todos los involucrados en el trabajo escolar, no solamente los profesores.Palabras Clave: Educación Física Escolar; Enseñanza Infantil; Profesor de Educación Física; Práctica Docente AbstractThe aim of this study was to analyze the presence of Physical Education teachers in public Early Childhood Education in Jundiaí, in the countryside of São Paulo state. It was observed 50 Physical Education classes in 4 schools and semi-structured interviews, which were applied to 4 Physical Education professionals and to 4 educational coordinators. It was verified that the city hall provides didactic material and training schedules to the specialists. However, these still need greater integration and appreciation in the school context. There are no adequate structural conditions and the thematization of Body Culture is still not very present in schools. It is necessary to continue the search for improvements to Early Childhood Education that concern not only the specialist, but all those involved in school work.

scholarly journals The delivery of primary school physical education in South African public schools: The perceptions of educators

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Kobus C.J. Roux
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Primary Schools ◽  
Developmentally Appropriate ◽  
Holistic Health ◽  
Childhood Development ◽  
Policy Statement ◽  
Structured Interviews ◽  
Curriculum Assessment ◽  
Adequate Provision

Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons.Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa.Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure.Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semi-structured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes.Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools.Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes.

scholarly journals A construção da identidade profissional do professor cooperante de Educação Física [The construction of the Physical Education cooperating teacher’s professional identity]

2020 ◽  
Vol 7 (2) ◽  
pp. 41-51
Author(s):  
Mariana Cunha ◽  
Paula Batista ◽  
Amândio Graça
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Professional Identity ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Teaching Perspectives ◽  
Pedagogical Relationships ◽  
Supervisory Practices ◽  
Academic Year

This research focuses on the construction of the supervising teaching practice professional identity of the cooperating teacher. To this end, it explored the discourses on the teaching practices and teacher education experiences; the legitimate participation in teacher education and working spaces; and the teaching perspectives that substantiate the pedagogical relationships and learning trajectories in the context of professional practice. A case study was conducted to examine the narratives of cooperating teachers, an experienced and a beginner on the supervisory roles and tasks of the pedagogical practice of Physical Education pre-service teachers during an academic year. Data were gathered through interviews. The qualitative inductive thematic analysis was informed by grounded theory coding procedures. Themes included: i) challenges in interacting with the pre- service teachers; and ii) challenges in the (re)configuration of the supervisory practices. The reconstruction of the cooperating teacher’s professional identity happens in the doing of their roles, the confrontation with the challenges encountered, the negotiation of interactions with the pre-service teachers, and the implementation of teaching perspectives that inform their practices and pedagogical supervision relations.

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