Livro de ATAS_Desporto e CiÃªncia 2011.pdf - DigitUMa

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Atas/Proceedings Seminário Desporto e Ciência 2011 Página 136 de 520 Ser professor – uma reflexão possível Being teacher – a possible reflection Alberto Albuquerque*/** Rui Resende*/** Cláudia Pinheiro*/** *Instituto Superior da Maia **Centro de Investigação em Desporto, Saúde e Desenvolvimento Humano Contacto : Alberto Albuquerque Av.da Carlos Oliveira Campos Castelo da Maia 4475-690 Avioso S. Pedro aalbuquerque@docentes.ismai.pt RESUMO Esta comunicação é uma reflexão sobre o «ser professor». As imagens avançadas têm sido numerosas e, por vezes, contraditórias. As suas orientações conceptuais relativas à formação, o saber, a experiência, os propósitos e modos de acção, dão o mote para esta reflexão. O estudo inspirou-se no modelo Grossman (1990) sobre o conhecimento profissional para o ensino e no quadro teórico de Feiman-Nemser (1990) relativo às orientações conceptuais da formação de professores. A recolha de dados foi feita por intermédio da aplicação de entrevistas estruturadas de e de gravações aúdio que foram tratadas no programa NVIVO8.
Atas/Proceedings Seminário Desporto e Ciência 2011 Página 137 de 520 Os dados recolhidos, possibilitam-nos perceber a importância que os orientadores de estágio têm na formação de professores competentes, que transportem consigo toda a carga da sua própria formação e experiência. Que estas são as fontes que suportam os conhecimentos que transmitem aos estudantes. Há também acentuações e graus de preocupação diferentes na explicitação da relação entre a função de ajudar a aprender e a função de avaliar. Formadores, modelos de formação, componentes da formação, ou experiências formativas concretas são relacionados com actuais concepções de formação dos professores. Palavras-chave: ser professor; orientador de estágio, orientações conceptuais, formação de professores, educação física. ABSTRAT This presentation is a reflection on "being a teacher." The images that have been advanced are numerous and sometimes contradictory. The conceptual guidelines concerning training, knowledge, experience, purpose and modes of action, set the tone for this reflection. The study was inspired by the Grossman model (1990) on professional knowledge for teaching and the theoretical frame of Feiman-Nemser (1990) on conceptual orientations of teacher education. Data was collected through structured interviews and audio recordings that were treated in the program NVivo 8. The collected data allow us to acknowledge the importance of cooperating teachers in the education stage of competent teachers, who carry the load of their own training and
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