Reflect and observation: A pilot study for teacher’s training of Physical Education
DOI:
https://doi.org/10.47553/rifop.v100iNE.104848Abstract
Teacher training has solidified as a pivotal axis to encourage effective pedagogy among future educators. In this setting, pedagogical practices during teacher training are paramount due to their close connection with professional reality. This qualitative research aimed to: "Develop pedagogical reflection based on the observation of recorded classes and the framework for good teaching during the professional practice process of students in Physical Education Pedagogy". An educational action research design was utilized. The sample comprised six students (two women and four men) selected based on criteria of intention, convenience, and voluntariness. Throughout thirteen workshops, recordings of practical classes were analyzed, generating reflections linked by the framework for good teaching and the rubrics set by the Center for Improvement, Experimentation and Pedagogical Research. At the intervention's conclusion, data were gathered through semi-structured interviews with five open-ended questions, analyzed using Atlas.ti 23 software in accordance with the discourse analysis technique. The findings indicated that students possess a limited level of pedagogical reflection, along with a superficial understanding of the framework for good teaching and its relationship with teacher training. The urgent need to incorporate observation workshops of practice in teacher education to promote a deeper analysis and enhance essential competencies in the teaching of future educators is highlighted.
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