“Pedagogical residency program” in the teacher education

what do physical education teachers say?

Abstract

This research aimed to analyze the perceptions of Physical Education teachers who work in Basic Education and who participated in the “Pedagogical residency program” during their initial training in the undergraduate course. The research settled a qualitative approach, of an exploratory objetiive, focusing on understanding the formative experiences and pedagogical impacts experienced during the undergraduate course in Physical Education for entry into the teaching career. Three Physical Education teachers, of both genders, aged between 24 and 25 years old, who were part of the PRP while attending their initial training at a Federal Institution in the state of Ceará, participated in the research. Data collection was carried out through semi-structured interviews, based on a script composed of fourteen objective and subjective questions. The interviews were transcribed and submitted to thematic analysis, allowing statistical analyses to be carried out based on the data obtained. The results reveal that the choice of the participants was related to personal motivations, such as previous experiences with sports and affinity with teaching. Furthermore, one of the main challenges faced during the development of the program activities was the context of the pandemic. Despite the difficulties imposed by remote teaching and social distancing, participants reported that the program provided the development of autonomy, the construction of a teaching identity, and the consolidation of didactic knowledge. We therefore conclude that participation in the program proved to be fundamental for entering and remaining in the teaching career, configuring itself as a significant formative experience in the professional trajectory of the teachers investigated.