Routines, strategies and knowledges of Physical Education teachers: an ethnographic case study
DOI:
https://doi.org/10.1590/S1807-55092013000300011Keywords:
Physical education, Pedagogical practice, Life experiences, Teachers trainingAbstract
In the following paper we discussed the constitution of the pedagogical practice of physical education teachers. We set out to comprehend what is the relation that is established between the life experiences of the teachers themselves and their pedagogical practice developed in a Public School in Porto Alegre. We developed an ethnographic case study, with two hundred hours of participant observation and eight interviews. The research is based on the theories of action and in the new epistemology of practice. We identified that teachers develop routines and creative strategies mainly based on their life experiences to reach their objectives in their classes and that their pedagogical practice is related to the knowledge that themselves produced during their life cycle. The study, after conclusion, was shown to the collaborators as a form to validate the research and to establish a dialogue which could provide the teachers an opportunity to reflect about their practices.Downloads
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Published
2013-09-01
Issue
Section
Pedagógica e Comportamental
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Todo o conteúdo da revista, exceto onde está identificado, está licenciado sob uma Licença Creative Commons (CC-BY)
How to Cite
Sanchotene, M. U., & Molina Neto, V. (2013). Routines, strategies and knowledges of Physical Education teachers: an ethnographic case study . Brazilian Journal of Physical Education and Sport, 27(3), 447-458. https://doi.org/10.1590/S1807-55092013000300011