RESEARCH ARTICLE
Learning Through Practice: A Study with Physical Education Pre-Service Teachers
Patrícia Gomes1, 2, *, Margarida Alves1, Paula Queirós1, 2, Paula Batista1, 2
Article Information
Identifiers and Pagination:
Year: 2014Volume: 7
Issue: Suppl-2, M6
First Page: 121
Last Page: 132
Publisher ID: TOSSJ-7-121
DOI: 10.2174/1875399X01407010121
Article History:
Received Date: 01/07/2014Revision Received Date: 18/07/2014
Acceptance Date: 22/07/2014
Electronic publication date: 28/11/2014
Collection year: 2014
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
The aim of this study was to examine how Physical Education pre-service teachers construct their Professional Identity [1, 2] through their daily practices. A non-participant observation was made, included field notes, videotaping of the daily practices and interviews. The findings show that the pre-service teachers: (i) make a set of tasks: planning, class management, reflecting, participation in school activities and meetings (ii) improve their teaching skills because they’re working within a community of practice (iii) experience some anxiety in the beginning of the practicum, overcome with the raise of confidence and believe that their responsibility overflows the lessons context.