Fontes de crenças de futuros professores de Educação Física sobre o planejamento e a avaliação no ensino dos jogos esportivos coletivos

Ana Flávia  Backes; Leonardo Ristow; Vinicius  Zeilmann Brasil; Rodolfo  Silva da Rosa; Jessica Dias Cardoso; Carine Collet; Valmor Ramos

doi:10.36453/cefe.2022.29629

Authors

Ana Flávia Backes Universidade Federal de Santa Catarina (UFSC), Florianópolis https://orcid.org/0000-0002-3949-8809
Leonardo Ristow Universidade do Estado de Santa Catarina (UDESC), Florianópolis https://orcid.org/0000-0002-2829-7737
Vinicius Zeilmann Brasil Universidade do Estado de Santa Catarina (UDESC), Florianópolis https://orcid.org/0000-0003-0036-494X
Rodolfo Silva da Rosa Universidade do Estado de Santa Catarina (UDESC), Florianópolis https://orcid.org/0000-0002-5353-1820
Jessica Dias Cardoso Universidade do Estado de Santa Catarina (UDESC), Florianópolis
Carine Collet Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre https://orcid.org/0000-0003-3742-4037
Valmor Ramos Universidade do Estado de Santa Catarina (UDESC), Florianópolis https://orcid.org/0000-0002-1659-5702

DOI:

https://doi.org/10.36453/cefe.2022.29629

Supporting Agencies

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Keywords:

Beliefs, Teaching, Physical Education, Sports

Abstract

OBJECTIVE: To analyze the sources of beliefs of pre-service Physical Education teachers about planning and evaluation in the teaching of collective sports games.
METHODS: Qualitative research procedures based on multiple case studies were adopted. An analysis of teaching plans and semi-structured interviews were carried out with four pre-service Physical Education teachers from a public university in southern Brazil. The Content Analysis technique was used for data analysis. Categories and subcategories were adopted a priori: planning (conceptual framework and purposes) and assessment (understanding of how students learn; forms of learning assessment and teaching assessment) and a posteriori: learning contexts and situations.
RESULTS: Experiences in the university context were important sources for beliefs about teaching planning and evaluation, in particular, pedagogical guidelines and teaching practices. Experiences with assessment as students, on the other hand, influenced beliefs about the means of assessment.
CONCLUSION: Experiences from the university context contributed to the construction of beliefs about planning and the direct experiences in the school context impacted the learning evaluation.

Downloads

Author Biographies

Ana Flávia Backes, Universidade Federal de Santa Catarina (UFSC), Florianópolis

Mestre em Educação Física pela Universidade Federal de Santa Catarina (UFSC)

Leonardo Ristow, Universidade do Estado de Santa Catarina (UDESC), Florianópolis

Mestre em Ciências do Movimento Humano pela Universidade do Estado de Santa Catarina (UDESC)

Vinicius Zeilmann Brasil, Universidade do Estado de Santa Catarina (UDESC), Florianópolis

Doutor em Educação Física pela Universidade Federal de Santa Catarina (UFSC)

Rodolfo Silva da Rosa, Universidade do Estado de Santa Catarina (UDESC), Florianópolis

Mestre em Educação Física pela Universidade Federal de Santa Catarina (UFSC)

Jessica Dias Cardoso, Universidade do Estado de Santa Catarina (UDESC), Florianópolis

Mestre em Ciências do Movimento Humano pela Universidade do Estado de Santa Catarina (UDESC)

Carine Collet, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre

Doutora em Educação Física pela Universidade Federal de Santa Catarina (UFSC)

Valmor Ramos, Universidade do Estado de Santa Catarina (UDESC), Florianópolis

Doutor em Educação Física pela Universidade do Porto (UPorto)

References

ADAMAKIS, M.; DANIA, A. Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties. European Physical Education Review, Chester, v. 26, n. 4, p. 729-46, 2020. DOI: <https://doi.org/10.1177/1356336X19880574>.

BACKES, A. F.; RISTOW, L.; BRASIL, V. Z.; ROSA, R. S.; CARDOSO, J. D.; RAMOS, V. Ensino dos esportes coletivos: as fontes de crenças pedagógicas de universitários em Educação Física. Revista Brasileira de Ciências do Esporte, CBrasília, v. 42, p. 1-9, 2021. DOI: <https://doi.org/10.1590/rbce.42.2019.284>.

BACKES, A. F.; RAMOS, V.; COSTA, M. da L.; RISTOW, L.; ROSA, R. S.; BARROS, T. E. da S.; BRASIL, V. Z.; NASCIMENTO, J. V. Exploring beliefs about teaching sports: An approach to conceptual change in teacher education. Movimento, Porto Alegre, v. 28, e28012, 2022. DOI: <https://doi.org/10.22456/1982-8918.118971>.

BAEK, J. H.; HYUN, K. M.; LEE, J. Y. Elementary pre-service teachers’ past physical education experiences and their impacts on beliefs about the purposes of elementary physical education. International Journal of Human Movement Science, San Jose, v. 13, n. 3, p. 43-59, 2019. DOI: <https://doi.org/10.23949/ijhms.2019.12.13.3.4>.

BARDIN, L. Análise de conteúdo. Lisboa: Edições 70, 2016.

CLARK, C.; PETERSON, P. Teacher’ thought processes. In: WITTROCK, Merlin (Ed.). Handbook of research on teaching. 3. ed. New York: MacMillan, 1986, p. 255-96.

DENZIN, N. K.; LINCOLN, Y. The SAGE handbook of qualitative research. 5. ed. Los Angeles: SAGE, 2018.

FEU, S.; GARCÍA-RUBIO, J.; GAMERO, M. de G.; IBAÑEZ, S. J. Task planning for sports learning by physical education teachers in the pre-service phase. PloS one, San Francisco, v. 14, n. 3, p. e0212833, 2019. DOI: <https://doi.org/10.1371/journal.pone.0212833>.

FLORES, P. P.; SILVA CARAÇATO, Y. M. da; ANVERSA, A. L. B.; SOLERA, B.; COSTA, L. C. A. da; OLIVEIRA, A. A. B. de; SOUZA, V. de F. M. Formação inicial de professores de Educação Física: um olhar para o estágio curricular supervisionado. Caderno de Educação Física e Esporte, Marechal Cândido Rondon, v. 17, n. 1, p. 1-8, 2019. DOI: <http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p61>.

HORDVIK, M.; MacPHAIL, A.; RONGLAN, L. T. Learning to teach sport education: investigating a pre-service teacher’s knowledge development. Sport, Education and Society, v. 24, n. 1, p. 51-65, 2019. DOI: <https://doi.org/10.1080/13573322.2017.1322948>.

JANUÁRIO, C. Métodos de investigação no pensamento do professor. In: JANUÁRIO, C. (Ed.). Do pensamento do professor á sala de aula. Coimbra: Almedina, 1996.

KARP, G. G.; WOODS, M. Preservice teachers’ perceptions about assessment and its implementtion. Journal of Teaching in Physical Education, Cidade, v. 27, p. 327-46, 2008. DOI: <https://doi.org/10.1123/jtpe.27.3.327>.

KELL, S. Student teacher’s perceptions of teaching elementary physical education. Journal Physical e Health Education, Krasnogorsk, v. 83, n. 1, p. 15-24, 2017.

LAKER, A.; LAKER, J. C.; LEA, S. Sources of support for pre-service teachers during school experience. Mentoring & Tutoring: Partnership in Learning, Texas, v.16, n. 2, p. 125-40, 2008. DOI: <https://doi.org/10.1080/13611260801916234>.

LEONARDI, T. J.; GALATTI, L. R.; SCAGLIA, A. J.; DE MARCO, A.; PAES, R. R. Pedagogia do esporte: sinalização para a avaliação formativa da aprendizagem. Pensar a Prática, Goiânia, v. 20, n. 1, p. 216-29, 2017. DOI: <https://doi.org/10.5216/rpp.v20i1.36744>.

LUND, J.; VEAL, M. L. Measuring pupil learning: how do student teachers assess within instructional models? Journal of Teaching in Physical Education, Hanover, v. 27, p. 487-511, 2008. DOI: <https://doi.org/10.1123/jtpe.27.4.487>.

MacPHAIL, A.; TANNEHILL, D.; KARP, G. G. Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices. Teaching and Teacher Education, Cidade, v. 33, p. 100-12, 2013. Amsterdam, v. 33, p. 100-12, 2013. DOI: <https://doi.org/10.1016/j.tate.2013.02.008>.

MOY, B.; RENSHAW, I.; DAVIDS, K. Variations in acculturation and Australian physical education teacher education students’ receptiveness to an alternative pedagogical approach to games teaching. Physical Education and Sport Pedagogy, London, v. 19, n. 4, p. 349-69, 2014. DOI: <https://doi.org/10.1080/17408989.2013.780591>.

NAVARRO, L. P. Autoeficacia del profesor universitario: eficacia percibida y práctica docente. Madrid: Narcea, 2012.

PAJARES, F.; OLAZ, F. Teoria social cognitiva e auto-eficácia: uma visão geral. In: BANDURA, A.; AZZI, R. G.; POLYDORO, S. A. (Orgs.). Teoria social cognitiva: conceitos básicos. Porto Alegre: Artmed, 2008. p. 97-114.

POZO, J. I. A aprendizagem e o ensino de fatos e conceitos. In: COLL, C.; POZO, J. I.; SARABIA, B.; VALLS, E. (Orgs.). Os conteúdos na reforma: ensino e aprendizagem de conceitos, procedimentos e atitudes. Porto Alegre: Artmed, 2000. p. 17-72.

RAMOS, V.; SOUZA, J. R.; BRASIL, V. Z.; BACKES, A. F.; COSTA, M. da L.; KUHN, F. As crenças de universitários formandos de um curso de Educação Física–bacharelado, sobre o ensino dos esportes. Motrivivência, Florianópolis, v. 30, n. 54, p. 210-24, 2018. . DOI: <http://dx.doi.org/10.5007/2175-8042.2018v30n54p210>.

RISTOW, L.; BACKES, A. F.; ZEILMANN BRASIL, V. .; BRAZ, A. L. de O.; BARROS, T. E. da S.; RAMOS, V.; PRÁ STEINBACH, M. Crenças de futuros professores de educação física: uma metassíntese. Caderno de Educação Física e Esporte, Marechal Cândido Rondon, v. 20, p. e–28499, 2022. DOI: <https://doi.org/10.36453/cefe.2022.28499>.

SANTOS, W.; MAXIMIANO, F. de L. Memórias discentes em educação física na educação básica: práticas avaliativas. Movimento, Porto Alegre, v. 19, n. 2, p. 79-101, 2013. DOI: <https://doi.org/10.22456/1982-8918.31062>.

SKOTT, J. The promises, problems, and prospects of research on teachers’ beliefs. In: FIVES, H.; GILL, M. G. (Eds.). International handbook of research on teachers’ beliefs. New York: Routledge, 2015, p. 37-54.

SOUZA, J. R.; BRASIL, V. Z.; KUHN, F.; BARROS, T. E. da S.; RAMOS, V. As crenças de graduandos em educação física sobre o ensino dos esportes. Movimento, Porto Alegre, v. 23, n. 1, p. 133-46, 2017. DOI: <https://doi.org/10.22456/1982-8918.64032>.

SOUZA, J. R.; RAMOS, V.; BRASIL, V. Z.; KUHN, F.; BACKES, A. F.; GODA, Ciro; RISTOW, L.; CONTI, B. C. Initial physical education students’ beliefs about sport teaching. Educación Física y Ciencia, Buenos Aires, v. 20, n. 3, e052, 2018. DOI: <http://dx.doi.org/https://doi.org/10.24215/23142561e052>.

SYRMPAS, I.; CHEN, S.; PASCO, D.; DIGELIDIS, N. Greek preservice physical education teachers’ mental models of production and reproduction teaching styles. European Physical Education Review, Chester, v. 25, n. 2, p. 544-64, 2019. DOI: <https://doi.org/10.1177/1356336X17752627>.

VICIANA, J.; MAYORGA-VEGA, Da. Effect of internships on pre- service teachers’ conceptions of planning in physical education. European Scientific Journal, Delgada, v. 9, n. 19, 253-61, 2013. DOI: <https://doi.org/10.19044/esj.2013.v9n19p>.

TSANGARIDOU, N. Trainee primary teacher’s beliefs and practice about physical education during student teaching. Physical Education and Sport Pedagogy, London, v. 13, n. 2, p. 131-52, 2008. DOI: <https://doi.org/10.1080/17408980701345667>.