RESEARCH ARTICLE


Learning Through Practice: A Study with Physical Education Pre-Service Teachers



Patrícia Gomes1, 2, *, Margarida Alves1, Paula Queirós1, 2, Paula Batista1, 2
1 Faculty of Sport, University of Porto, Portugal
2 CIFI2D, Centre for Research, Education, Innovation and Intervention in Sport, University of Porto, Portugal


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Creative Commons License
© 2014 Gomes et al.

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.

* Address correspondence to this author at the Faculty of Sport, University of Porto, Portugal; Tel: +351-14091960; E-mail: pgomes@fade.up.pt


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.

Keywords: Community of Practice, Physical Education, Pre-service Teachers, Professional Identity.