Experiência de aprendizagem de professores de Educação Física em formação com a abordagem baseada em jogos, fundamentada na pedagogia não linear
DOI:
https://doi.org/10.47197/retos.v81.118373Palavras-chave:
Ensino de jogos, pedagogia não linear, educação física, formação de professoresResumo
Objectivo: O objectivo deste estudo foi examinar o impacto de uma unidade didáctica baseada em jogos, fundamentada na Pedagogia Não Linear, na experiência de aprendizagem dos professores em formação.
Metodologia: Um total de 21 professores em formação participaram numa unidade didática de futebol constituída por 32 aulas (16 teóricas e 16 práticas). As aulas teóricas basearam-se na instrução formal, enquanto as aulas práticas foram lecionadas utilizando a estrutura de Oslin e Mitchell (2006) para o ensino de jogos de invasão e incluíram workshops sobre a elaboração de tarefas representativas. Após a unidade, os professores em formação responderam a um questionário para fornecer informações sobre a sua perceção da experiência de aprendizagem. Foram questionados sobre seis componentes-chave de uma unidade didática baseada em jogos, a sua perceção das suas capacidades, a sua compreensão e prazer com o jogo, a utilização da abordagem baseada em jogos e métodos não lineares, bem como o seu potencial.
Resultados: Os resultados mostraram uma perceção positiva entre os participantes em relação à sua experiência de aprendizagem. Os participantes com experiência prévia em futebol atribuíram pontuações significativamente mais elevadas à importância das competências técnicas no desempenho do jogo. Além disso, os participantes obtiveram pontuações significativamente mais elevadas após a participação na unidade, em relação à perceção das suas capacidades e à compreensão do jogo.
Discussão: Os resultados sugerem que a abordagem baseada em jogos, fundamentada na Pedagogia Não Linear, proporcionou uma experiência de aprendizagem positiva para os participantes.
Conclusões: Esta abordagem, baseada na Pedagogia Não Linear, pode ser útil na formação de professores no contexto da educação física.
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