Tesis sobre el tema "Sports Class Learning Climates"
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Dowdell, Trevor John y N/A. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale". Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071217.121601.
Texto completoDowdell, Trevor John. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365757.
Texto completoThesis (PhD Doctorate)
School of Education and Professional Studies
Full Text
Scattergood, Andrew J. "Learning to play : how working-class lads negotiate working-class physical education". Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.
Texto completoDuffy, Donna Marie. "Perceived cognitive and affective growth among university students in a service learning class". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1493Duffy/umi-uncg-1493.pdf.
Texto completoTitle from PDF t.p. (viewed Mar. 3, 2008). Directed by Tom Martinek; submitted to the School of Health and Human Performance. Includes bibliographical references (p. 127-142).
Burrows, Elvis V. "BOARD GOVERNANCE OF WORLD-CLASS ANNUAL SPORT CHAMPIONSHIPS: LEARNING FROM KENTUCKY TO CREATE TOURISM OPPORTUNITIES IN THE BAHAMAS". UKnowledge, 2014. http://uknowledge.uky.edu/mat_etds/5.
Texto completoLIN, CHUN-HO y 林峻禾. "Study of the Learning Adaptations and Further Study Aspirations of Junior High School Students in the Sports Class and Non-Sports Class". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/07966697210840943077.
Texto completo國立體育大學
體育研究所
105
The main purpose of this study is to figure out the learning adaptations and further study aspirations of sportsman in junior high schools with and without sports class. The method of a semi-structured interview was applied in the research, and four students from the basketball and wrestling teams of one school with sports class and one school without sports class and two coaches in New Taipei city were invited to the interview. The content of the research is particularly to investigate the difference in the learning adaptations and further study aspirations between the sportsman who are in the school teams with and without sports class. The result of this study can offer the various stages of educational units and the education scene to understand the dilemma of the learning adaptation of sportsman who are from the sports class and the non-sports class and the factors that affect further study aspirations. Hence, there are three main conclusions in the results of the study, including : (1) After exercise training for a certain period, sportsman in the schools with or without sports class will modify not only their living habits but also their personalities, and most students will make achievements from participating in sports competitions. (2) Sports class players are better at combining their training results to the results of competition, however, non-sports class players view the contest results as a reward and a swap. Both need to be achieved by the remedial teaching, and places an importance on interpersonal relationships. Furthermore, there is a sense of distance in the interactions between the students and the coaches in the sports class. (3) The major factor that influences the students’ willingness to pursue further study are the parents. Therefore, creating the related policies of the student athletes, and completing the remedial courses can help the student athletes to own the full learning career, show their talents in the sports field, and finally experience real happiness and moved in the sports movement.
CHEN, TSU-HUNG y 陳子弘. "A Study of Learning Adaptation and Further Study Intention of The Sports Merit Students in High School Sports Class". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/38248414507329170003.
Texto completo國立體育大學
體育研究所
105
The purpose of this study is to understand the situation of learning adaptation and further study intention of sports merit students and athletic students in high school sports class in Taipei. In the present study, learning adaptation is divided into four aspects: academic learning, sports training, interpersonal relationship and learning environment. Further study preference refers to the tendency of considering future path of study, which was captured by exploring the key factors of college and department (major) selection. Through this investigation, the obtained findings can recognize the learning difficulties and dilemmas of sports merit students and athletic students in high school sports class in different learning environments and provide theoretical and practical implications to education-related institutions. Four critical results were found from six sports merit students and athletic students in high school sports class in Taipei by using semi-structured interview method. First, there were several difficulties athletic students in high school sports class faced, such as insufficient course content, unfavorable learning environment, and overload in balancing and maintaining sport training and academic learning. Second, since sports merit students perceived highly pressure when they studied in general class, they were required to keep proactive learning attitude were possible to achieve both sport and academic goals. Third, the results suggested that educators should build and cultivate a good learning atmosphere to support students on their academic learning. Four, six participants from sport athletic students in high school sports class expressed that the reasons of pursuing higher education was related to career interesting and most of athletic students expected to develop their career in sport-related disciplines. In contrast, sports merit students hope to develop their career to other discipline.
Tseng, Ming-Iuan y 曾明淵. "A Research on Learning Satisfactions and Learning Effectiveness of after Class Sports Club in the Elementary School Students in Taipei". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/48584843748672225796.
Texto completo臺北巿立體育學院
運動教育研究所
97
The purpose of this study was to investigate 1. the satisfaction of learning and the effect of learning about which the student felt currently and what they have learned after joining the sport clubs after class, 2.the reasons why the students want to join these sport clubs, 3.the discrepancy resulting from students with different backgrounds and their attitudes toward the satisfaction of learning and the effect of learning, 4.the relationship between the satisfaction of learning and the effect of learning, 5.the influence that the satisfaction of learning inflicts on the effect of learning. Included in this questionnaire used to collect the information required is 1.the student’s background, 2.the reason why he/she wants to join the sport blub after class, 3.the satisfaction of learning chart, 4.the effect of learning chart. The research, based on the researcher’s newly designed questionnaire named “A questionnaire on the satisfaction and effect of learning for students who want to join the sport club after class”, analyzed, on a random basis, some of the fifth and sixth graders in Taipei in 2008. 800 questionnaires were dispatched and 782 returned. The rate of effectiveness is 97.75%. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and Multiple Stepwise Regression were computed for data analysis. The result indicates that 1.students joining the sport clubs after class are satisfied with these clubs and the effect of learning is what the students are most satisfied with and which is followed by the teachers’ instruction, the interaction between the students, the facilities they used and the school administration, 2.the effect of learning is in accordance, for the most part, with their perception and the effect in skill together with that in sentiment and perception account for the degree about which the students feel, 3.personal satisfaction, better health, better skill, friends making and parents’ arrangement can best explain the reasons why the students want to join the sport clubs after class, 4.gender has no, if any, connection with their satisfaction with the sport clubs after class and it is the teacher’s instruction for each grade, the student’s physical condition, his/her performance in school together with the support from his/her parents that make the differences, 5.gender and grade do not inflict much influence on the student’s satisfaction with the effect of learning but his/her physical condition, performance in school and parents’ support do, 6.the satisfaction of learning is in positive proportion to the effect of learning, 7.the effect of learning can be predicted through the efficacy of learning, the interaction between the students and the teacher’s instruction within the category of the satisfaction of learning.
Yen, Chia-Sheng y 顏嘉生. "The Comparison of Different Sports Education Models on Student Learning EffectsExample: 6th Grade Tchoukball Class Lessons". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/52020298000473729990.
Texto completo國立體育學院
體育研究所
93
This research was based on the United States Physical Education Scholar, Siedentop’s Sports Education Model theory to conduct a curriculum experiment. The purpose of this research was to investigate the effects of Sports Education Model theory on students learning tchoukball (cognitive, skill, affective, fitness and competition performance), and to compare it with traditional sports education model so the differences of these two sports education models could be understood. The subject was 41 elementary school students (24 males, 17 females) from two classes at 6th grade, all of them do not have previous Tchoukball experience. The students were divided into 2 groups, group A and B. Group A was experiment group (20 students with 12 males and 8 females) and group B was compare group (21 students with 12 males and 9 females). Twelve different model of teaching lessons were given and were recorded for observation analysis. Prior to the experimental curriculum, pre-tests were given and after the experimental lessons, a post-test and an interview were conducted. Through the pre and post-tests, the improvement and differences of the students’ learning effects were understood; through the interview analysis, the reaction and differences of receiving different Sports Education Models were also understood. Statistic: Independent specimen t-test, dependent specimen t-test, and analysis of covariance were used. Results: 1. Students received the Sports Education Model of teaching; all students showed significant improvement in cognitive, skill, affective, fitness and competition performance learning effects of the Tchoukball learning outcomes. 2. Students received the Sports Education Model of teaching; both male and female students showed significant differences in fitness development and competition performance and males better than females, there was no significant difference in cognitive and skill learning effects. 3. Students received different Sports Education Models of teaching, it showed significant differences in affective and fitness, and the Experiment Group A was better than the Compare Group B in Tchoukball learning effects, there was no significant difference in cognitive, skill and competition performance learning effects. Interview analysis results: 1. All students from both groups showed strong interests in attending P.E. classes before and after the experiment. Therefore, students’ interests in P.E classes were affected by the teaching ability of the teacher and the sport being taught. 2. Would you ask for help or help the others ? The two groups showed significant differences (88%of experiment group and 50%of compare group said Yes), the result was correlated with the frequent group practices and competitions. 3. Would you discuss the strategy with your teammates ?All people from the experiment group and only 38% from compare group showed positive, which was correlated with learning attitude, competition and victory. 4. Did you create any new movements ?It showed differences between the two groups, 63%of the experiment group answered Yes, and only 13%of the compare group said Yes, the reason is that the experiment group had more competition opportunities, and competition performance might cause students to create new movements. 5. Could you understand the referee’s judge?There was a 25%difference between the two groups(A100%,B75%), the reason that experiment group had better understandings and impression was due to having more competition and referee experiences. 6. Would you cooperate with others ? All the students said yes and thought that teamwork would increase their experiences and cause improvement, which would lead them to victory. Conclusion of the interviews conducted after the experiment: Students received different sports education models of teaching in the Tchoukball learning outcome. As the result of this experiment showed Group A students were more actively and had better cooperative with teammates, which was correlated with more competition opportunities and the experiences of different roles, example: the referee, the timekeeper, the recorder, etc.
Zheng, Zi-Hao y 鄭子豪. "Using cooperative learning to investigate elementary school students in action research of learning process of science and technology : Carried out by sixth-grade sports class". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/86756670001653046242.
Texto completo國立臺北教育大學
自然科學教育學系碩士班
98
This study used cooperative learning strategies to design activities for the science and technology course, and the purpose of it was to find out how students performed during the teaching process. This study was a qualitative research. It adopted interviews, worksheets and the teacher's journals to investigate the students' performances in the science field and the improvements that the teacher made. The participants of the study were the 26 6th graders from a Sports Class of an elementary school in Taipei County. The study lasted 10 weeks. The total teaching time amounted to 1200 minutes, with 3 40-minute periods weekly. In addition, during the teaching process, the researcher spent 4 periods undertaking cooperative skills. After analyzing all the data collected from the 26 participants, the researcher drew the conclusions as follows. 1. The students' performances: As for the cooperative skills, this study put more emphasis on encourging students to speak up, to listen attentively and to praise their partners in class. In general, the students made more improvements in speaking up and listening attentively in class. As for praising their partners, the improvements they made were not so obvious. Besides, the whole class paid more attention to the teacher's lectures. In group discussion, the students worked as a team to finish the projects that the teacher assigned to them. They discussed worksheets, did experiments and made posters in groups. Together they could achieve the goals that the teacher set for them. Moreover, the interaction among the students and between the teacher and the students had also greatly improved. For the students, tests were not nightmares anymore. Because by doing well on tests, they could get some points for their group. The students loved the awards and gifts given to their group for it was a honor and an encouragement for them. In short, through a series of learning activities, the students made great progess in their performances in learning. 2. The teacher's improvements in teaching: In this study, the researcher applied both cooperative skills and cooperative learning strategies to his teaching. Since both were new experiece for the researcher, the researcher did face many challenges at the beginning. However, with the assistance and the support from the colleagues and the advisors, the researcher finally overcame all the difficulties he had met in the teaching processes. By employong cooperative learning strategies in teaching, the researcher has greatly advanced in professional teaching knowledge. The researcher has also adjusted his attitude towards teaching. In the future, the researcher will work even harder to better himself as a teaching.
KUO, CHEN SHU y 陳. 書. 國. "Research on the Future Students Willingness to Go to School and Learning Adaptation in kaohsiung City Middle School Sports Class". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/r6g636.
Texto completo正修科技大學
休閒與運動管理所
107
The purpose of this study is to understand the differences between Kaohsiung City Middle School students in the future and the current situation and factors of learning adaptation discuss the relevant situations such as the willingness to go to school and learning adaptation. This questionnaire was conducted by questionnaire survey. The Kaohsiung City Middle School Sports Class Students' Learning Adaptation and Future Willingness Survey Questionnaire was used as a research tool. A total of 416 questionnaires, the recovery rate was 92.44%, using the "SPSS20.0 statistical package software" for analysis, the results obtained are as follows: First, the students in the physical education class are mostly male, the age is concentrated at 14 years old (eighth grade in middle school), the highest score is the top four in the county, the training days are 3 to 5 days, and the training hours are 2.5-3.5 hours. After the self-study, 1 hour is the majority. Second, there are no significant differences in gender, grade, and background disguise. The disguised backgrounds such as competition scores, training days, and training hours are significantly different in the specialty training adaptation factors, and the after-school self-study has obvious differences in subject learning adaptation factors. Third, gender, competition scores, training days, and after-school self-study background disparity were significantly different; however, there was no significant difference in grades, training days, and background disguise guidance. Fourth, students in the Kaohsiung City Middle School Sports Class showed a significant positive and medium correlation between learning adaptation and the willingness to go to school.
PEI-CHUN, HSIEH y 謝佩君. "A Study on Elementary School High-grade Students’ Learning Achievement of Physical Education Class and Their Attitudes toward Recreational Sports in Kaohsiung City". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/06275425457559213298.
Texto completo高雄師範大學
體育學系
98
The purpose of this study were to explore the actual condition and the relationship between elementary school high-grade students’ learning achievements of physical education (PE) class and their attitudes toward recreational sports in Kaohsiung city. The questionnaire survey was conducted to accumulate data needed. The subjects of the research were randomly selected from 88 elementary schools in Kaohsiung City in the School Year 2009. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffé method, Pearson Product-Moment correlation coefficient, and stepwise multiple regression analysis. Findings from the analysis were summarized as follows: 1.The sex ratio of the students was 1:1; the majority of PE teachers were male,and their proportion was approximately 7:3; the ratio of teachers who graduated from PE department to those who were not was about 1:1; the majority scale of school was 25-59 classes. 2. The students’ learning achievements of PE class were pretty good. 3. The students’ attitudes toward recreational sports were positive on sport benefit, achievement and psychology satisfaction, viability and technology, and the whole attitude toward recreational sports except sport investment. 4. The students with different genders, grades, teachers whether graduated from PE department had different learning achievements of PE class. The teachers’ genders and the scale of schools did not have any effect on the students’ learning achievements of PE class. 5. Only students with different grades had different attitudes toward recreational sports. 6. The students who had better performances on cognition, affection, and skill of learning achievements of PE class would also have better attitudes toward recreational sports. Sports skill had the greatest influence among these three learning achievements.
Lin, Sue-An y 林書安. "The Impact of Goal Setting on Learning Motivation and Expectations and Value of Sports for Low-skilled Junior High School Students in Physical Education Class". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/82479935260508261009.
Texto completo臺北巿立體育學院
運動教育研究所
101
Purpose: To explore the Impact of Goal Setting on the learning motivation of low-skilled junior high school students in the physical education class and the expectations and value of sports. Methodology: The experimental group with goal setting consists of 32 people, and the control group without goal setting consists of 32 people. Tools: The “scale for the expectations and value of sports” and the “scale for the learning motivation in the physical education class” were adopted as the research tool. After collecting the various pre-test and post-test data, the one-way analysis of covariance (ANCOVA) analysis, Pearson product-moment correlation, and stepwise multiple regression were adopted to conduct a statistical test. Results: (1) The “ability expectations and value of work” of students in the experimental group are significantly higher compared to the control group. Additionally, the post-test scores of the students in the experimental group are also significantly higher than the pre-test scores. However, the pre-test and post-test scores of the students in the control group showed no significant differences; (2) The “confidence” and “satisfaction” of the students in the experimental group are significantly higher compared to the control group. In addition, the post-test scores of the students in the experimental group are higher compared to their scores in the pre-test. However, the pre-test and post-test scores of the students in the control group showed no significant differences; (3) “Ability expectations” and “psychological costs of failure” contributed to the reasons affecting the learning motivation of the students in the physical education class. Based on the above-mentioned research results, it shows that the provision of clear goal setting with an appropriate degree of difficulty partially improved the expectations and value of sports, as well as the learning motivation of the students in the physical education class.
Serôdio, Ana Teresa da Costa Malheiro de Guimarães. "Relatório final de estágio pedagógico : relatório final de estágio realizado na Escola Básica 2,3 D. Domingos Jardo". Master's thesis, 2016. http://hdl.handle.net/10400.5/15232.
Texto completoThis final report is a reflective analysis of the teacher training internship process as a part of my Masters in Teaching Physical Education in Middle and High School. The intership took place at Escola Básica 2,3 D. Domingos Jardo, using a Guide of Teaching Training Intership from 2014/1015 as a reference, as it defines the skills to develop throughout the four areas of intervention. In area 1 – Organization and Management of Teaching and Learning – I address the correlation between planning, directing and evaluation in Physical Education class. In area 2 – Educational Innovation and Investigation – the training group researched if the use of a common grid of records helps in the standardization of the results from teachers’ evaluations. In area 3 – Involvement in School – I took part in the School Sports program, in Adapted Swimming, and created “Quintal Desportivo” (“Sports Garden”). In area 4 – Relationship with the Community – I highlight the assistance to/of the Class Director. In each area will be presented an assessment of the teaching experience, the challenges faced and the strategies used to overcome them. Lastly, I will present my final thoughts on the process inherent to the internship, and how it contributed to my education and in establishing the guidelines for my future as a Physical Education Teacher.
Perpétuo, Daniel Filipe Santos Carvalheira. "Relatório final de estágio realizado na Escola Secundária com 2º e 3º ciclos Anselmo de Andrade". Master's thesis, 2014. http://hdl.handle.net/10400.5/11535.
Texto completoThis report is a reflective analysis of the formation process of educational teaching training developed at Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, in Almada, in the school year of 2013/2014. This practicum is part of the second year of the Master in Teaching Physical Education in Primary and Secondary Education of University of Human Kinetics. The report was based on Teacher Training Guide 2013/2014, which sets out the skills to be acquired in four areas of intervention: (1) Organization and Management of Teaching and Learning, (2) Innovation and Educational Research, (3) Participation in School and (4) Relationship with the Community. Is made a contextualization of the practicum, followed by a description and reflection on teaching practice in each area and a discussion on the contribution of learning for my future career, being also released some proposed activities that could have been developed in teaching practice or in the future Is also performed a final reflection on the whole process inherent to the practicum, highlighting it as an interconnected process, and also a reflection on the importance of the Individual Training Plan, making a summary of the skills developed during the process.
Filipe, Pedro Miguel Vicente. "Relatório final de estágio pedagógico realizado na Escola Básica 2,3 D. Domingos Jardo". Master's thesis, 2015. http://hdl.handle.net/10400.5/10874.
Texto completoThis report is a reflective analysis of the process of teaching training inserted in the course of Master of Teaching Physical Education in Basic and Secondary Education. The internship was developed during the school year of 2014 - 2015 at Escola Básica 2,3 D. Domingos Jardo, in Mira Sintra, using the Teacher Training Guide as a guiding document for the trainee intervention areas. The initial part of this report is a contextualization of where the internship took part, describing the school and grouping, as well as the conditions available to teach Physical Education. The second part of this report contains a reflection on each of the four stages of the intervention areas, namely: Area 1 - Organization and Management of Teaching and Learning, Area 2 - Innovation and Educational Research, Area 3 - Participation in School and Area 4 – Relationship with the Community. For each area was identified the most relevant aspects of the trainee intervention and proposed correction strategies of the difficulties encountered during this intervention. Finally, a final reflection is presented on the outcome of the whole training process, pointing out the contributions that it assumed in the trainee's training process and designing the future performance of his activity as a physical education teacher.
Carvalho, Tiago Simões Nunes de. "Relatório final de estágio realizado na Escola Secundária António Damásio". Master's thesis, 2015. http://hdl.handle.net/10400.5/11511.
Texto completoThis report concludes the teaching practice carried out in high school António Damásio that, as part of initial teacher education, chases a role and objectives profile, in four areas: organization and management of teaching and learning, innovation and educational research, participation in school and community relations. Constructing teachers’ knowledge depends on the possibility of testing it in a real context. The class followed during stage was the 10th year of the Scientific-Humanities Course of Science and Technology, which was developed a work planning, teaching driving and assessment of learning, as well a close monitoring in the affairs of the class of direction. It was also developed a research project which was intended to verify what variables influence the performance of students in physical education classes. The physical education teacher also develops their skills in the training context. This report will analyze the context and performance developed inside of a school sports core, especially volleyball.
Moura, Alexandre Miguel do Carmo. "Relatório final de estágio realizado na Escola Secundária Braamcamp Freire". Master's thesis, 2016. http://hdl.handle.net/10400.5/12140.
Texto completoThis final report is a reflective analysis of the process of educational teaching training included in the Master’s Degree in Physical Education in Basic and Secondary School. This training process takes place at Escola Secundária Braamcamp Freire and it’s guided by a document called Guia de Estágio Pedagógico 2015/2016 that defines the competences to achieve in each of the four areas of intervention. In Area 1 – Organisation and Management of teaching – learning process, Relation between planning, leading and evaluating. In Area 2 – Innovation and Educational Research, it’s being developed a teacher formation project concerning the evaluation criteria used and the validity and reliability of observation among physical education teachers. In Area 3 – Participation in School, I’m part of a school sports team of volleyball that besides the practices are gender connected, my focus will be on the male team, and I will help the organisation and collaborate with every activities developed by the teachers of physical education and others. In Area 4 – Relationship with the community, I assist the Class Head-Teacher in her everyday work related to the class and the planning and teaching of a citizenship subject. In each area I will reflect about my actions and practices, including my difficulties and the strategies found to overcome them. Finally, I will reflect on the whole process inherent to the teaching internship, referring to its contributions for my education and the guidelines that were created for my future as a physical education teacher.
Massa, Filipe Manuel Horta Borges. "Relatório final de estágio pedagógico realizado na Escola Básica Eugénio dos Santos". Master's thesis, 2016. http://hdl.handle.net/10400.5/11977.
Texto completoThis final report contains a reflective analysis about the work developed during the all teaching practice, integrated on the Master in Teaching Physical Education in Primary and Secondary Education. The teaching practice was developed at Escola Básica Eugénio dos Santos, with the reference to the skills that are explicit in Guide of The Pedagogical Teaching Practice 2013/2014, to be acquired at the four areas of professional intervention. Area 1 – Organization and Management of Teaching and Learning, I developed the planning, conduct and evaluation in physical education classes. Area 2 – Innovation and Pedagogical Investigation, I developed a study about the specification levels assignment to the students by teachers. Area 3 – Participation in School, I realized the monitoring and the assistance in the school sports of gymnastics and we implemented an intervention action. Area 4 – Relationship with Community, I realized the class study and the class direction monitoring. In each area, I performed a personal reflexion about my pedagogical practice, both on the difficulties found and the strategies used to overcome them. Finally, I mentioned the contributions that the teaching practice had on my personal and professional career as a future teacher.
Maurício, Iris Cristiana de Almeida. "Relatório final de estágio realizado na Escola Básica e Secundária Anselmo de Andrade". Master's thesis, 2016. http://hdl.handle.net/10400.5/11644.
Texto completoThe aim of this current report is to critically review the process of teaching practice in Physical Education, developed at Escola Básica e Secundária Anselmo de Andrade, in Almada, during 2014/2015 school year. This represented the first practical teaching experience in a real-life setting. The entire analysis took into account the competencies defined in the teacher training guide to develop in the four areas of intervention of this formative process: organization and management of teaching and learning (area 1); research and pedagogical innovation (area 2); participation in school (area 3); and relationship with the community (area 4). For each area was elaborated a description, analysis, reflection and projection about all the work inherent to them. It was also presented the difficulties found and the strategies developed to overcome them. To conclude, I wrote a reflection on the contribution that this educational teaching training had in my own training as a future teacher of Physical Education, highlighting it as an interconnected process.