Abstract
Joining in Higher Education brings with it a range of new life learning of the young students, in any university course. Often the students are surprised positively when faced with different realities than they had previously lived, due to their lack of experience. The entire thesis is about the process of building well-being and quality, supported on literature revision, with interfaces of Positive Psychology field. This excerpt of the theoretical contributions and a quantitative part, aimed to accompany the education process of Physical Education with 100 (from a 147 invited students, at the Federal University of Pampa-UNIPAMPA, in Uruguaiana-Rio Grande do Sul, Brazil, who answered the Assessment of Initial Motivation and Pedagogical Support Questionnaire (which examines factors of admission in the higher course frequented and factors of choice of the teaching profession), attending four of the eight semesters of bachelor degree. The most relevant results were: high Initial Motivation Assessment and Pedagogical Support with a mean of 26.16 points (SD = 5.36); Educational Training Model evidencing valorization of this process, average 58.85 points (SD = 7.73); Professional Results pointing to a positive perspective regarding the professional future, average 29.28 points (SD = 3.65); good support in the internship with an average of 49.69 points (SD = 8.75). We could contrast the results with other previous studies, this being considered smaller. It is necessary to construct experiences in more realistic university spaces and to provoke learning at higher and positive levels of well-being, through support for constructive practical and theoretical experiences, insertion in richer experiences in inner and outside school environments, participation in study groups and, mainly, by a better continuous professional appreciation of the Physical Educator.
Highlights
Taking as a starting point discuss about the educational formation of the student in the teacher, we can observe that the general formation is devalued, considering what the importance is, on the one hand, the specific formation in terms of the learning of the contents that the teacher must teach to his students and, on the other hand, the professional experience to learn strategies that allow the teacher to conduct more effectively the process of teaching content
Baez, Stobäus & Mosquera (2014), about the relations between aspects of the initial education in Physical Education related to more effective (Full) Inclusion processes, taking account on the motivation theories and the Positive Psychology, we described that there are some differences in the responses of the students during the course and about themes as education, preparation to be a teacher, the anxiety at the finishing course moments, the first year of insertion on their job and their new practices
Mosquera & Stobäus (2016) says that in education it is very important, and apply these ideas to interpersonal aspects that must be developed, since we born and come into human socialization, mostly when there are implications to the educational and care processes, as caregivers. These approaches confirm our intention to investigate the context in which the future teacher is inserted in pedagogical training in the undergraduate courses in Physical Education, at our university, reflecting on his personal and professional prepare, aiming to constitute more positive references that enable new actions that promote well-being in their future teaching
Summary
Taking as a starting point discuss about the educational (trans) formation of the student in the teacher, we can observe that the general formation is devalued, considering what the importance is, on the one hand, the specific formation in terms of the learning of the contents that the teacher must teach to his students and, on the other hand, the professional experience to learn strategies that allow the teacher to conduct more effectively the process of teaching content. It occurs in Physical Education, so we are interested in studying this field. As previously explained, the study seeks to deepen knowledge of the personal and professional trajectory of the student who becomes a teacher and their relationship with aspects of teacher well-being
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