A formação de professores de Educação Física: (re)construção teórica e prática do currículo apoiada nas decisões de Bolonha

Content Provider	Semantic Scholar
Author	Lima, Ricardo
Copyright Year	2015
Abstract	v ABSTRACT This study intents to contribute to the understanding of the curricula of professional Master in Physical Education Teaching (PET), within the University Education in Portugal, following the decisions of Bologna on the alignment of the European Higher Education. This study was designed given the growth of the offer in PET master courses; the demands of the new curricula according to Bologna declaration; the future teachers’ preparation, and the quality requirements of the Agency for Assessment and Accreditation of Higher Education (A3ES). We believe that learning to teach is difficult. Requires demanding and social actual training curricula to be able to lay down an educational service consistent with the processes of change taking place every day. These options have consequences for cultural affirmation, labor, and social economic competitiveness in a world globalized where mobility is decisive and personal and professional competence a central issue. A mixed methodology was used for data analysis. The Grounded Theory method was applied through semi-structured interviews with Coordinators of courses of PET for primary and secondary education; with Supervising Teachers (ST). A focus group was also set in place with Students Teachers (StT) of four institutions in Portugal. As regards to the quantitative methodology a questionnaire was applied to 176 SI’s from four Higher Education institutions in Portugal. We thereby intended to understand about the suitability of Portuguese higher education decisions for aligning with the Bologna process, with a special focus on PET guidelines. In the process we took into account the curricular and pedagogical changes and innovations, as well as the system assessment to ensure the quality for accreditation and qualification for the integration into the labor market. With regard to the results obtained, the implementation of the alignment of European higher education model, as well as the implementation of the curriculum assessment model of study plans are consistent with the assumptions proposed in the Bologna Declaration, and these are clearly reflected in national legislation on higher education. The requirement of the institutions according to these assumptions, promoted a uniformity in curricular structures and organization of courses, particularly in the courses of PET (1st and 2nd cycles) with all institutions engaged in organizing their curricula and distribution of ECTS credit system according to Bologna Process. The major changes are related to a decrease on practice hours and an increase on theoretical hours, particular in scientific research. With regard to the evaluation system, there were adjustments related to the assessment and accreditation of courses system that are now subject to internal review followed by external evaluation by A3ES, a novelty in the higher education evaluation. This process of change resulted on a greater demand on the organization of courses and consequent reduction on their number. Changes resulted the acquisition of less professional skills of the future teacher. Before Bologna, PEF courses promoted more skills and better preparation relating physical, pedagogical and didactic purposes, along with a greater contact with the school reality in their academic training. Skills acquired during the academic training of students are sufficient for the understanding of the profession, however, core competencies are acquired outside the academic environment, ie, participation in sports training was essential so that future teachers acquire PET core competencies. During supervised internship , the SI's have difficulties in leading and controlling the class , as well as teaching sport’s matters inexistent in their study plan . The presence of the ST and the University Advisor is critical because of their teaching experience. The only negative point concerns the lack of regular contact with the University Advisor. In this sense, greater promotion and greater reflection among actors of the learning process is needed. Unfortunately , given the current economic situation of the country , labor integration , of this graduates is unwarranted . This question relates with the current moment of employment and population growth of the Portuguese society. These Student Teachers are ready to grab any opportunity that may arise in the near future and cannot refuse any offer, even when precarious .
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://repositorio.utad.pt/bitstream/10348/4617/1/phd_rjflima.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article