O desenvolvimento de habilidades reflexivas na formação de professores de educação física: uma revisão sistemática
DOI:
https://doi.org/10.47197/retos.v46.94080Resumo
A pesquisa tem mostrado uma atenção cada vez maior para a Prática Reflexiva como um aspecto de sucesso no desenvolvimento profissional da Formação de Professores de Educação Física. No entanto, faltam pesquisas empíricas sobre como as habilidades reflexivas dos professores devem ser desenvolvidas nesse contexto. O objetivo desta revisão sistemática foi compreender o que e como tem sido estudado sobre as habilidades reflexivas dos professores de Educação Física, e como tais estratégias podem ser desenvolvidas e refinadas na Formação de Professores de Educação Física. Seguindo os Itens de Relatório Preferenciais para Revisões Sistemáticas e Meta-análise (PRISMA) (Page et al., 2021), seis bancos de dados foram incluídos para garantir que todos os dados relevantes fossem considerados e as escalas de critérios foram adaptadas para acessar a qualidade dos estudos. Os resultados mostram a importância de incorporar práticas meticulosamente planejadas e organizadas na formação de professores de habilidades reflexivas. Apesar da importância do trabalho colaborativo no desenvolvimento de habilidades reflexivas, há uma necessidade de realizar um exame mais profundo daqueles que contribuem para melhorar as habilidades reflexivas e como os professores desenvolvem a reflexão em ambientes colaborativos, como por meio do exame de comunidades de prática. Além disso, reflexões escritas e situações de sala de aula gravadas em vídeo podem aprimorar as habilidades reflexivas dos professores, embora seja necessária supervisão. Esta revisão destaca o papel importante, mas desafiador, da investigação das habilidades reflexivas dos professores, a fim de alcançar uma compreensão mais profunda dos contextos e estratégias através dos quais essa questão é desenvolvida.
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