Open AccessInitial undergraduate training in physical education: perceptions of the graduate
Author(s) -
Samara Escobar Martins,
AUTHOR_ID,
Maria Eduarda Tomaz Luiz,
Alexandra Folle,
Gelcemar Oliveira Farias,
Alcyane Marinho,
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AUTHOR_ID,
AUTHOR_ID
Publication year - 1989
Publication title -
journal of physical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.18
H-Index - 9
ISSN - 2448-2455
DOI - 10.4025/jphyseduc.v32i1.3223
Subject(s) - bachelor , curriculum , medical education , class (philosophy) , perception , psychology , feeling , schedule , intervention (counseling) , bachelor degree , graduation (instrument) , mathematics education , pedagogy , medicine , engineering , political science , management , computer science , social psychology , mechanical engineering , artificial intelligence , neuroscience , psychiatry , law , economics
At the end graduate course, the graduate takes with him a bag of feelings, experiences, beliefs and values that reflect in his professional intervention. The perception of this in relation to its formation becomes thus an important instrument of evaluation of the offered formation in Higher Education. The objective of this study was to analyze the perception of the initial formation of graduates of the bachelor and licensed degree in Physical Education from a public university in the state of Santa Catarina, considering the positive and negative aspects of the graduate degree and the suggestions for improvement of the course. The study included 94 graduates, 47 of the Bachelor's degree and 47 of the Licensed's degree. In the data collection, we used an on-line questionnaire, analyzed through the technique of content analysis. The main positive and negative points of the initial formation were: teachers; opportunities and experiences; Supervised Curricular Stages; laboratories and scientific initiation; curriculum; infrastructure, location and time; activities and extension scholarships; friends and class; personal questions. The graduates provided important suggestions for improving the initial formation process, especially with regard to the curriculum, the course infrastructure, the class schedule and the teachers' pedagogical intervention.