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Article

Spanish, Portuguese

ID: <

oai:doaj.org/article:0cc44c24794047eb9dc62c4c4a69898f

>

·

DOI: <

10.5902/1984644442561

>

Where these data come from
The implications of the Pedagogical Residence Programme for teaching training: from narratives to (re) development of teaching work in Physical Education teaching

Abstract

The article collated the implications of the Pedagogical Residence Programme (developed in the Physical Education Core, under the care of a federal higher education institution), in relation to continued training and the organisation of the pedagogical work carried out by three (3) teachers acting in public schools in a southern mining city. This was a qualitative research under a narrative design. As regards the methodological procedures, it was used for the collection of data, interviews on the basis of a semi-structured questionnaire, exploring the significance of the actions of those teachers, on the basis of their narrative content. In order to construct the categories of analysis, the technique of triangulation of data was used, observing, in the first interpretative process, the valorisation of fenomênica and the technique of the primary data, followed by a second perscruising movement, the information was contextualised, criticised, compared and triangulated. Finally, as the last analytical action, we formulate three categories of analysis, linking the content of the interviews and the relevant literature. The results showed that the programme had been promising because of its specific features and its pedagogical organisation, particularly in relation to the proposed content planning. Similarly, they demonstrated that the testimonies enjoyed different training courses and were at different moments in the teaching career. In addition, they have also shown that the continued training provided within that programme has given rise to (formative) interaction between basic and higher education, as a result of which the dichotomy between theory and pedagogical practice can be broken down, which in turn affected the arrangement and the splitting of the pedagogical work carried out by the researchers.

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