Significance of assessment experiences during initial teacher training in physical education

Wagner Dos Santos,Amarílio Ferreira Neto,Omar Schneider,André Da Silva Mello,Juliana Martins Cassani Matos,Francine De Lima Maximiano

doi:10.1590/s1980-6574201600010009

Wagner Dos Santos, Amarílio Ferreira Neto + Show 4 more

Open Access

https://doi.org/10.1590/s1980-6574201600010009

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Abstract

This study investigates how students in the final semester of their teacher training program (licensure) at the Center of Physical Education and Sports (CEFD), Espirito Santo Federal University, Brazil, (re)interpret their assessment experiences, an integral component of their teacher training. It employs the narrative as a theoretical and methodological perspective, and it utilizes student portfolios, as well as focus groups and semi-structured individual interviews as inputs for data generation. Ten students in their eighth, or final, semester participated in this study. These were the total respondents to a call for volunteers among the 2014 graduating class. The results suggest that the students believe the assessment processes of their teaching practices in physical education are disjointed. They feel that the disciplines that allow them to review their own performance during teacher training are more efficient and play a stronger role in their education.

Highlights

How does teacher training in physical education affect debates about the value of self-assessment in teaching? Do future teachers in the field of physical education possess the appropriate knowledge of self-assessment tointerpret their assessment experiences?These issues motivate this study, which aims to understand how college students in the final semester of their teacher training program at the Center of Physical Education and Sports, Espírito Santo Federal University (CEFD/UFES), Brazil,interpret their assessments of the teaching and learning process during their teacher training program in physical education
Educators have used numerous approaches to investigate student-teachers’ assessment experiences. These include debates related to student perceptions of assessment and their implications for teacher interventions (Goc-Karp & Woods, 2008), investigations of the assessment practices experienced by physical education teachers during their graduate programs (Mendes, Nascimento, & Mendes, 2007), and dialogues with students attending initial teacher training programs (Santos & Maximiano, 2013)
We present narratives of the assessment experiences of ten eighth-term students, who were enrolled in the teacher training course in physical education at UFES.3

Summary

Introduction

How does teacher training in physical education affect debates about the value of self-assessment in teaching? Do future teachers in the field of physical education possess the appropriate knowledge of self-assessment to (re)interpret their assessment experiences?These issues motivate this study, which aims to understand how college students in the final semester of their teacher training program (licensure) at the Center of Physical Education and Sports, Espírito Santo Federal University (CEFD/UFES), Brazil, (re)interpret their assessments of the teaching and learning process during their teacher training program in physical education. Our approach permits us to raise issues related to how initial teacher training in physical education has addressed the debate on assessing the process of teaching-learning and the implications for teaching practices futures.

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