Teacher Profile: The Knowledge and the Identity Practices

Alberto Albuquerque; Paulo Sa; Agata Aranha; Rui Resende

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Teacher Profile: The Knowledge and the Identity Practices

机译：教师简介：知识与身份实践

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This study aimed at finding an articulation of educational perspectives from Portuguese physical educationcooperating teachers at distinctive professional stages, according to teaching and mentoring experience. Two main topicssuperintend the query, which was intended to answer the objectives of teacher’s education programs and teachers’ role.Data for this study were collected from open-ended interviews from 30 participants (10 with short teaching experience; 10with short mentoring experience; and 10 with long mentoring experience). The qualitative analysis consisted of coding thetext attached to the two main topics. The coding process included the active search of themes and patterns emergent fromcooperating teachers’ transcripts. Results reported by cooperating teaching group made apparent the influence ofprofessional experience but also a general agreement about the teacher profile. The guidelines for teacher trainingprograms in Portugal, such as the case of Physical Education, show event interrelationship’s perceptions in a real context,oriented by values inherent to the acquisition and transformation of new knowledge and development of educationalskills. Conclusions supported that the teacher’s role is increasingly demanding, and thus his formation claims a pattern ofincreasing quality.

机译：这项研究旨在根据教学和指导经验，从处于特殊专业阶段的葡萄牙体育合作教师中找到对教育观点的清晰表述。该调查主要有两个主题，旨在回答教师教育计划的目标和教师的角色。本研究的数据是从30名参与者的开放式访谈中收集的（其中10名教师经验不足; 10名教师经验不足; 10名教师经验不足）具有长期的指导经验）。定性分析包括对附加在两个主要主题上的文本进行编码。编码过程包括主动搜索合作老师的笔录中出现的主题和模式。合作教学小组报告的结果表明，专业经验的影响显而易见，但教师概况也达成了共识。葡萄牙的教师培训计划指南（例如体育教育）以真实的背景显示了事件相互关系的看法，并以获取和转化新知识以及发展教育技能固有的价值观为导向。结论表明，老师的角色要求越来越高，因此他的组建要求教师提高素质。

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《The Open Sports Sciences Journal》 |2017年第1期|共8页
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Alberto Albuquerque; Paulo Sa; Agata Aranha; Rui Resende;
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Teacher Profile: The Knowledge and the Identity Practices

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