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Abstract(s)
O presente trabalho insere-se no âmbito do Relatório de Estágio Pedagógico em Educação
Física no 2.º e 3.º ciclos do Ensino Básico e Secundário. No ano lectivo que agora finda
realizámos o nosso Estágio na Escola Básica Mestre de Avis, pertencente ao Agrupamento de
Escolas de Avis, onde pudemos contactar directamente com duas turmas do 8.º ano e com
alunos do 10.º, 11.º e 12.º anos do curso de Desporto, tendo desenvolvido as tarefas inerentes
à função de professor estagiário. Destacamos o empenho e motivação demonstrados pelos
alunos, a sua maturidade e a curiosidade e o querer saber porque colocávamos os exercícios
da forma como o fizemos e o porquê de os gestos técnicos serem mais eficazes da forma
como os apresentámos.
A relação entre o estilo de liderança e o clima da aula de educação física nos diferentes ciclos
sempre foi algo que nos mereceu reflexão. Esta preocupação levou-nos a escolher como tema
do nosso estudo de investigação “Estilos de liderança e clima de aula de Educação Física nos
diferentes ciclos de ensino”. O grande objetivo deste estudo centrou-se em perceber se o
estilo de liderança tem interferência no clima de aula de educação física nos diferentes ciclos
de ensino. Para alcançar o referido objetivo implementámos um estudo de natureza
quantitativa aplicando um inquérito por questionário a professores de educação física a
leccionar em Portugal. Os dados recolhidos indicam que o estilo de liderança observado com
maior predominância é o Transformacional (40,8%), sendo que os estilos Transaccional e
Laissez-Faire também se manifestam (com 29,6% cada um deles). Relativamente ao clima da
aula de Educação Física, os resultados evidenciam um clima essencialmente colaborativo
(57,1%), vereficando-se um clima competitivo e individualista em certos momentos (com
21,4% cada um deles). Os professores de Educação Física consideram que o estilo de liderança
tem interferência no clima de aula não percepcionando diferenças conforme se avança no
ciclo de ensino. Podemos assim concluir que o estilo de liderança que maioritariamente se
observa nas aulas de Educação Física é o transformacional e que o clima de aula é
predominantemente colaborativo.
Our study is part of the pedagogical internship with professionalization in teaching Physical Education in Middle and Secondary schools report. In the past academic year we carried out our Internship at the Escola Básica Mestre de Avis, which is part of the Avis Grouping of Schools, where we were able to contact directly with two classes of the 8th year and with students from the 10th, 11th and 12th years of the Sports course, having done the tasks inherent to the role of trainee teacher. We highlight the commitment and motivation shown by the students, their maturity and curiosity to know why we did the exercises the way we did them and why the technical gestures are more effective in the way that we presented them. The relationship between the leadership style and the climate of physical education lessons in the different cycles has always been a point of interest and a source of debate and reflection for us. This curiosity has led us to choose as the theme of our study "Leadership styles and Physical Education class climate in the different education cycles". The main objective of this study is to understand if the leadership style interferes with the physical education classroom climate in the different teaching cycles. To achieve this objective, we have implemented a study of a quantitative nature applying a questionnaire survey to physical education teachers currently teaching in Portugal. Data showed that in the different teaching cycles the most predominant leadership style is the Transformational style (40,8%), with the Transactional and Laissez-Faire styles also observed (with 29,6% each). Regarding the climate of the Physical Education lessons, there is an essentially collaborative climate among students (57,1%), with a competitive and individualistic climate at certain times (with 21,4% each). Physical Education teachers feel that the leadership style interferes with the classroom climate and do not perceive differences as the teaching cycle progresses. Based on these results, we can conclude that the leadership style that is mostly observed in Physical Education lessons is transformational and that the classroom atmosphere is predominantly collaborative.
Our study is part of the pedagogical internship with professionalization in teaching Physical Education in Middle and Secondary schools report. In the past academic year we carried out our Internship at the Escola Básica Mestre de Avis, which is part of the Avis Grouping of Schools, where we were able to contact directly with two classes of the 8th year and with students from the 10th, 11th and 12th years of the Sports course, having done the tasks inherent to the role of trainee teacher. We highlight the commitment and motivation shown by the students, their maturity and curiosity to know why we did the exercises the way we did them and why the technical gestures are more effective in the way that we presented them. The relationship between the leadership style and the climate of physical education lessons in the different cycles has always been a point of interest and a source of debate and reflection for us. This curiosity has led us to choose as the theme of our study "Leadership styles and Physical Education class climate in the different education cycles". The main objective of this study is to understand if the leadership style interferes with the physical education classroom climate in the different teaching cycles. To achieve this objective, we have implemented a study of a quantitative nature applying a questionnaire survey to physical education teachers currently teaching in Portugal. Data showed that in the different teaching cycles the most predominant leadership style is the Transformational style (40,8%), with the Transactional and Laissez-Faire styles also observed (with 29,6% each). Regarding the climate of the Physical Education lessons, there is an essentially collaborative climate among students (57,1%), with a competitive and individualistic climate at certain times (with 21,4% each). Physical Education teachers feel that the leadership style interferes with the classroom climate and do not perceive differences as the teaching cycle progresses. Based on these results, we can conclude that the leadership style that is mostly observed in Physical Education lessons is transformational and that the classroom atmosphere is predominantly collaborative.
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Keywords
Clima de Aula Educação Física Escola Estágio Pedagógico Liderança