Teacher Professional Development in Physical Education field

analysis of the intentions that lead teachers to engage in continuing education processes

Abstract

The objective was to analyze the intentions that lead Physical Education teachers to engage in continuing education processes throughout their professional careers, understanding how the dynamics of Teacher Professional Development are shaped. To this end, six Physical Education teachers involved in a community of practice and education in the State of São Paulo were interviewed, focusing on their life trajectories. The results, analyzed through Content Analysis, revealed four categories: 1) The need to address potential gaps in initial teacher education courses; 2) The need to develop innovative pedagogical practices; 3) The importance of creating processes for experience exchange among peers; 4) Feelings of disconnection and lack of belonging to the academic field. The study concludes that, despite the complex dynamics involving different dispositions and intentions, in-service training plays a crucial role in promoting Teacher Professional Development within the field of Physical Education.