RESIGNIFICATION OF THE TEACHING FUNCTION IN PHYSICAL EDUCATION

Abstract

Qualitative study with an inductive procedure whose objective is to understand what Physical Education (PE) teachers think and do on a daily basis in pedagogical practice to prospect and profile the educator required in the coming decades and situations. Obtaining and processing information through in-depth interviews and content analysis allow us to point out that the teaching function is a consequence of subjectivities, values, pedagogical beliefs and is conditioned, shaped by the context, training scenarios, praxis, identity, and the vision that one has of oneself as a person and teaching professional. These structures predispose the PE teacher to redefine their actions inside and outside the classroom, their training profiles and teaching identity, training and continuous learning, permanent adaptation to constant changes and abilities to reflectively and critically adress their teaching practice through dialogic and collaborative processes between all actors.

Keywords
Teaching physical education; Teacher performance; Physical education; Teacher role