Caracterizacao do pensamento e da intervencao pedagogica de estudantes de educacao fisica do Ensino Superior Universitario e Ensino Superior Politecnico

The present study aims at contributing to clarifying the issues emerging from the huge variety of Teacher Education Programs, resulting by the changes introduced in PETE. A set of 249 variables was taken into account, representing perspectives, assessment of preservice teacher education, pedagogical practice and reflection on the teaching process, in a sample and in a sub-sample, consisting, respectively, of 78 and 49 student teachers, from the final year of the Course in Teacher Education, corresponding to two groups with distinct education (University and Polytechnic levels). The data were collected in the beginning, during and at the end of the training process, based on a questionnaire, class observation and a structured and a non-standard interview. Afterwards they were coded, based on deductive and inductive-like approaches. The results point out to the fact that Study Plans seem to have contributed to differentiate the two groups, namely in what concerns a wider diversification in the University student teachers' thoughts on differents aspects of the teaching function, highlighting perspectives which value the specific part of Physical Education, associated to the sport model, and revealing, simultaneously, a dynamic and interacting conception of pedagogical relationship, in which protagonism is divided between the teacher and the student, contrasting with the focus on the teacher's part emphasised by the student teachers from the Polytechnic schools. This group was also distinguished by valuing the ludic and the recreational aspect, underlined in Physical Education. It was also found out that student teachers from University were distinguished for having a more favourable opinion, as compared to the student teachers from Polytechnic schools, about the influence of Preservice Teacher Education on the capacity to answer to pedagogical practice situations. This differentiation was reinforced after the assumption of teaching responsabilities. Within the teaching behaviours, there was no difference between the two groups. Although the student teachers from University have revealed more deepness in the analysis of class events, and the higher satisfaction..Available from Fundacao para a Ciencia e a Tecnologia, Servico de Informacao e Documentacao, Av. D. Carlos I, 126, 1200 Lisboa / FCT - Fundação para o Ciência e a TecnologiaSIGLEPTPortuga