Comunidade de prática na formação e desenvolvimento profissional na educação física: uma metassíntese

Leonardo Ristow; Ana Flávia Backes; Daniela Bianchessi; Vinicius Zeilmann Brasil; Rodolfo Silva da Rosa; Jessica Cardoso; Valmor Ramos

doi:10.36453/2318-5104.2020.v18.n3.p117

Authors

Leonardo Ristow Universidade do Estado de Santa Catarina (UDESC) https://orcid.org/0000-0002-2829-7737
Ana Flávia Backes Universidade Federal de Santa Catarina (UFSC) https://orcid.org/0000-0002-3949-8809
Daniela Bianchessi Centro Universitário de Brusque (UNIFEB) https://orcid.org/0000-0002-8484-722X
Vinicius Zeilmann Brasil Universidade do Estado de Santa Catarina (UDESC) https://orcid.org/0000-0003-0036-494X
Rodolfo Silva da Rosa Universidade do Estado de Santa Catarina (UDESC) https://orcid.org/0000-0002-5353-1820
Jessica Cardoso Universidade do Estado de Santa Catarina (UDESC) https://orcid.org/0000-0002-6910-3767
Valmor Ramos Universidade do Estado de Santa Catarina (UDESC) https://orcid.org/0000-0002-1659-5702

DOI:

https://doi.org/10.36453/2318-5104.2020.v18.n3.p117

Keywords:

Physical Education, Community of practice, Teacher education and professional development

Abstract

BACKGROUND: Learning and professional development in Physical Education occur in different contexts. Among them, communities of practice are considered to be a promising context as they enable active participation. Engaging members in a collaborative environment where learning and development take place with and through personal relationships.
OBJECTIVE: Thus, the aim of this study was to carry out a meta-synthesis about the factors that influence the development and maintenance of communities of practice for teachers and future Physical Education teachers.
METHODS: Metasynthesis is a systematic review methodology that synthesizes the results of qualitative studies in categories. The results of the original studies were analyzed and synthesized from the content analysis. The categories were determined a priori: mutual engagement, joint enterprise and shared repertoire.
RESULTS: The results of the 16 selected studies indicate that the communities of practice in teacher education and professional development originate from the needs of those interested. Negotiations regarding the theme or content of the meetings took place both at the beginning and throughout the meetings. The communities of practice had different objectives: learn to teach Physical Education, learn to implement teaching models, develop a new curriculum, learn to apply a particular teaching approach and improve teaching practices. Maintenance, on the other hand, occurred based on the exchange of professional experiences and informal personal relationships in different contexts: in social networks, in the mandatory stage of the undergraduate course, in the subject of the undergraduate course and meeting of groups of teachers. It is worth highlighting the role of the facilitator so that the shared repertoire was created.
CONCLUSION: In short, communities of practice present themselves as an excellent context for learning and professional development, since the communities of practice investigated seem to have satisfied the needs of the participants.

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