A carregar...
Publicação
Do pensar ao planear : análise das decisões pré-interativas de planejamento de professores de educação física em estágio curricular supervisionado
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 429.38 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Inicia-se o estudo com a seguinte interrogativa: No âmbito do Pensamento do
Professor, quais são as decisões pré-interativas dos professores estagiários do
Curso de Educação Física, quando estão a planificar a sua ação educativa? A
amostra é de 20 professores em Estágio Curricular Supervisionado. Para coleta
de dados utilizou-se a entrevista retrospectiva. Os resultados são apresentados em tabelas, objetivando organizar as categorias de pensamento (Preocupações Práticas, Diferenciação do Ensino, Pensamentos Didáticos, Diagnóstico de
Alunos, Sistemas Decisorios e Experiência Profissional), ou seja, dentro das áreas
de pensamento e/ou momentos de reflexão dos professores, referentes ao
processo prévio de ensino. A análise dos resultados, através das entrevistas,
seguiu genericamente os dados da literatura, e foi possível constatar a
importância que o planeamento tem para estes professores: é uma ferramenta
que lhe possibilita autonomia, controle e promove mudanças em suas práticas
pedagógicas, permitindo estabelecer suas metodologias, fazer seleção de conteúdos e de atividades pedagógicas mais adequadas a seus alunos segundo o interesse ou suas necessidades e dificuldades.
The study begins with the following interrogative: At the Teacher's Thought scope, which are the preactive decisions of the Physical education beginning teachers, when are they to plan his/her educational action? The sample was 20 teachers in Supervised Practices. For data collection was used retrospective interview. The results are presented in tables, aiming at to organize thought categories (Practical Concerns, Teaching Differentiation, Didactic Thoughts, Students Diagnosis, System to Decide, and Professional Experience), in other words, inside of the thought areas and/or moments of the teachers' reflection, regarding the previous process of teaching. The analysis of the results, through the interviews, proceeded generic the data of the literature, and it was possible to verify the importance that planning has for these teachers: it is a tool that makes possible him/her autonomy, control and it promotes changes in their pedagogic practices, allowing to establish their methodologies, to select contents and of more appropriate pedagogic activities to their students according to the interest or their needs and difficulties.
The study begins with the following interrogative: At the Teacher's Thought scope, which are the preactive decisions of the Physical education beginning teachers, when are they to plan his/her educational action? The sample was 20 teachers in Supervised Practices. For data collection was used retrospective interview. The results are presented in tables, aiming at to organize thought categories (Practical Concerns, Teaching Differentiation, Didactic Thoughts, Students Diagnosis, System to Decide, and Professional Experience), in other words, inside of the thought areas and/or moments of the teachers' reflection, regarding the previous process of teaching. The analysis of the results, through the interviews, proceeded generic the data of the literature, and it was possible to verify the importance that planning has for these teachers: it is a tool that makes possible him/her autonomy, control and it promotes changes in their pedagogic practices, allowing to establish their methodologies, to select contents and of more appropriate pedagogic activities to their students according to the interest or their needs and difficulties.
Descrição
Mestrado em Ciências da Educação, na especialidade de Supervisão Pedagógica
Palavras-chave
Decisões pré-interativas Educação física Pensamento do professor Planeamento Physical education Planning Preactive decisions Teacher thinking