Resumen

VEDOVATTO, Dijnane  y  RUBINO, Marília. The continuing education of Physical Education teachers from a collective school space: an experience in Brazil. Rev. Actual. Investig. Educ [online]. 2021, vol.21, n.2, pp.228-263. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v21i2.46780.

Teaching practice requires several types of knowledge, which are not limited to initial training, this was perceived through the experience of one of the authors when beginning her teaching career, raising many questions, which triggered a professional master's research in education on the subject. Thus, continuing education is of great importance for professional practice, with the challenge of approaches based on the reality of teachers. This article had the objective to identify and analyse the formative processes at the workplace performed within the Collective Pedagogic Working Hours (CPWC) in the area of Physical Education in Piracicaba - Brazil. We focus on the perceptions of 30 teachers and one pedagogical coordinator about the influences of these formative processes in the teaching practice. This qualitative study can be characterised as a case study, which utilised data collected through documental analysis, questionnaires and semi-structured interviews. The theoretical background is the literature on learning and professional development of teachers, from the perspective of the professionalization of teaching. The results indicate that the activities developed in the CPWC have strong relationship with the challenges of the pedagogical practice of the teachers and values teacher’s perspectives. The formative practices within the program promotes an iterative reflexive process of the pedagogical interventions developed by teachers and also their participation in the CPWC initiative. Thus, the study suggests that the creation and development of the CPWC contributes to the collective construction and participation of teachers in their formative processes, with positive implications for teaching professionalisation.

Palabras clave : teacher training; permanent education; school timetable.

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