Teacher Professional Identity in Physical Education: an integrative literature review
DOI:
https://doi.org/10.17398/1885-7019.19.276Keywords:
Identity Construction, Professionality, Teacher Education, Professional PracticeAbstract
In recent decades, the teaching profession, as a result of changes in the professional space and post-Bologna training processes, has been the target of multiple transformations emerging in the reconfiguration of teachers' professional identities, which is why it is important to provide knowledge about its construction process.The purpose of this review is to understand how the Professional Teacher Identity in Physical Education is built and to identify the elements that contribute to its construction. The review was carried out in the Dialnet databases between 2010 and 2022 using the as keywords: Professional Identity and Physical Education, in Spanish or Portuguese in peer-review academic journals. 18 research papers were selected among 54 identified that where submitted to a thematic analysis. Three themes were identified: i) professional teaching identity construction (9 studies), ii) elements that contributed to teacher professional identity (3 studies), iii) construction and elements related to teacher professional identity (6 studies). The findings suggest that teacher professional identity is building from personal, social and professional interactions within a dynamic and progressive process during initial training and professional practices influenced by previous experiences.
Downloads
References
Achilie-Valencia, T., Rodríguez-Zambrano, A., & Villafuerte, J. (2022). Rol investigador en la identidad del profesorado de Educación física y Psicología educativa: estudio comparativo (Investigative role in the identity of teachers of Physical Education and Educational Psychology: comparative study). Retos, 43, 192–204. https://doi.org/10.47197/retos.v43i0.88642.
Alves, M., MacPhail, A, Queirós, P. & Batista, P. (2019). Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions. European Physical Education Review, 25(3), 893–909. https://doi:10.1177/1356336X18785333
Amorim, C. & Ribeiro-Silva, E. (2022). Professional identity in physical education: a review of literature. Retos, 46, 774-788. https://doi:10.47197/retos.46.94479
Assunção, M. & Carvalho, I. (2007). Profissionalismo docente em transição: as identidades dos professores em tempos de mudança. Braga: Centro de Investigação em Educação, Universidade do Minho. Cadernos CIED. 2, 1-7. ISBN 978-972-8746-51-3.
Barrera, M.& Hinojosa, C. (2017). Incidencia del proceso de práctica profesional en las dimensiones de la formación docente de estudiantes de pedagogía en educación física. Pensamiento Educativo. Revista de Investigación Latinoamericana, 54 (2), 1-15. https://doi.org/10.7764/PEL.54.2.2017.8
Barrón Tirado, C. (2008). Competencias del docente-tutor. Diálogo y acompañamiento en el aula. Xihmai, 3 (5),1-20.
Barros, I., Gomes, P., Pereira, A. & Batista, P. (2012). Experiências prévias na (re)configuração da identidade profissional: um estudo com estudantes estagiários de educação física. Revista Agora para la EF y el Deporte. 14 (3), 303-319. http://uvadoc.uva.es/handle/10324/23745
Basei, A. (2011). As ações pedagógicas do professor de Educação Física do ensino superior: analogias com a trajetória formativa. Revista Acta: Scientiarum Education, 33 (1), 37-47, https://doi:10.4025/actascieduc.v33i1.11169
Batista, P. & Graça, A. (2021). Construir a profissão na formação de professores de educação física: processos, desafios e dinâmicas entre la escola e a universidade. Proposições, 32, 1-27, https://doi.org/10.1590/1980-6248-2018-0084
Beauchamp, C. & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189, https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Beijaard, D., Verloop, N. & Vermunt, J.D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16 (7), 749-764, https://doi.org/10.1016/S0742-051X(00)00023-8
Benítez, J., Cabay, L. & Escalada, V. (2017). Formación Inicial del docente de Educación Física y su desempeño profesional.
Emasf Revista digital de Educación Física. Año 8, 48, 83-95.
Braun, V. & Clarke, V. (2012). Using thematic analysis in psychology [Usando el análisis temático en psicología]. En H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf & K. J. Sher (Eds.). APA handbook of research methods in psychology. Research designs: Quantitative, qualitative neuropsychological, and biological. 2, 57-71. American Psychological Association. https://doi.org/10.1037/13620-000
Cantón Mayo, I.& Tardif, M. (2018). Identidad Profesional Docente, Editora Narcea, 9-41.
Cardoso, I., Batista, P. & Graça, A. (2016) A identidade do professor de Educação Física: Um processo simultaneamente biográfico e relacional. Movimento 22(2). 523–538. https://doi.org/10.22456/1982-8918.54129
Carrizosa, M. (2012). Bolonia o la apoteosis de la crisis de Identidad. Revista Española de Educación Física y Deportes, 399, 33-46. https://doi.org/10.55166/reefd.v0i399.152
Castaneda-Vázquez, C., Pérez-Cortés, A., Valdivia-Moral, P. A., & Zurita-Ortega, F. (2020). Motivos de interés por la docencia e identidad profesional del futuro profesorado de Educación Física. Análisis en los másteres universitarios de Sevilla, Granada y Jaén (España). Revista Interuniversitaria de Formación del Profesorado. Continuación de la Antigua Revista de Escuelas Normales, 34(2), 299-314. https://doi.org/10.47553/rifop.v34i2.77534
Chere-Masopha, J. (2018). Personal landscapes of teacher professional identities versus digital technology adoption and integration in Lesotho schools, International Journal of Learning, Teaching and Educational Research, 17 (3), 28-42, https://doi:10.26803/ijlter.17.3.3
Conceição, V. & Neto, V. (2017). A cultura escolar sob o olhar do paradigma da complexidade: um estudo etnográfico sobre a construção de identidade docente de professores de Educação Física no início da docência. Revista Movimento, 23 (3), 827-840. https://doi:10.22456/1982-8918.55916
Córdoba, T. (2015). La aventura de aprender: Relato autobiográfico del viaje a Ítaca de un docente reflexivo. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 28, 285-290.
Day, C., & Kington, A. (2008). Identity, well-being and effectiveness: the emotional contexts of teaching. Pedagogy, Culture & Society, 16(1), 7–23, https://doi.org/10.1080/14681360701877743
Gomes, P., Ferreira, C., Ferreira, A., Batista, P. (2013). A identidade profissional do professor: um estudo de revisão sistemática, Revista Brasileira de Educação Física e Esporte, 27(2), 247-67, https://doi.org/10.1590/S1807-55092013000200009
González, G. (2013). La lucha de un docente novel de Educación Física por el reconocimiento de su profesión narrada desde una perspectiva autobiográfica. Revista Ágora para la Educación Física y el Deporte. España,15 (2), 80-95.
González-Calvo, G. & Fernández-Río, F. (2017). Perspectiva cualitativa y cuantitativa del autoconcepto físico y la imagen corporal de los diferentes profesionales de la actividad física y del deporte. Revista de Psicología del Deporte, 26(2), 105–111.
Guzmán, C. (2014). El docente-tutor competente como acompañante de estudiante del nivel superior en su proyecto de vida. Revista Innovaciones Educativas. Año XV, 20, 85-98. https://doi.org/10.22458/ie.v15i20.520
Machado, T. & Bracht, V. (2016). O impacto do Movimento Renovador de Educação Física nas Identidades: uma leitura a partir da “Teoria do reconhecimento” de Axel Honnet. Revista Movimento, 22 (3), 849-860, https://doi.org/10.22456/1982-8918.60228
Marrero, A. (2011). La Identidad en cuestión: Curriculum, contradicciones profesionales y su expresión en las prácticas de investigación en los profesores de Educación Física de Uruguay. Revista Ágora para la Educación Física y el Deporte, 13, 263-279
Meijer, P., de Graaf, G. & Meirink, J. (2011). Key experiences in student teachers’ development. Teachers and Teaching: Theory and Practice, 17(1), 115–129, https://doi.org/10.1080/13540602.2011.538502
Pillen, M., Beijaard, D. & Den Brok, P. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260, https://doi:10.1080/02619768.2012.696192
Pires, V. & Nascimento, J., Oliveira, G. & Martins, C. (2017). Identidade Docente e Educação Física: Um estudo de revisão sistemática. Revista Portuguesa de Investigação, 30 (1), 35-60. https://doi:10.21814/rpe.74015
Popper-Giveon, A, & Shayshon, B. (2017). Educator versus subject matter teacher: The conflict between two sub-identities in becoming a teacher, Teachers and Teaching, 23 (5), 532-548, https://doi:10.1080/13540602.2016.1218841
Raus, R., & Falkenberg, T. (2014). The journey towards a teacher’s ecological self: A case study of a student teacher, Journal of Teacher Education for Sustainability, 16(2), 103–14, https://doi.org/10.2478/jtes-2014-0014
Rodrigues, R. & Figueiredo, Z. (2011). Construção identitária da professora de Educação Física em uma instituição de educação infantil. Movimento, 17(4), 65-81, https://doi.org/10.22456/1982-8918.20377
Roldão, M. (2007). Função Docente: Natureza e construção do conhecimento Profissional. Revista Brasileira de Educação, 12 (34), 94-103.
Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes, Journal of Education Policy, 16 (2),149-161, https://doi.org/10.1080/02680930116819
Sánchez-Hernández, N., Martos-García, D. & Soler i Prat, S. (2019). La (re)construcción de la identidad profesional de las profesoras de EF: de la complicidad y la reproducción de las relaciones de género a la disposición al cambio educativo. Revista Complutense, 30, (3) 879-893, https://doi.org/10.5209/rced.59504
Silva, P., Ferreira, C., Pereira, A. & Batista, P. (2013). A identidade profissional do professor: um estudo de revisão sistemática. Revista Brasileira de Educação Física e Esporte, 27(2), 247-267, https://doi.org/10.1590/S1807-550920130002000
Vanzuita, A. & Raitz, T (2016). A Construção de Identidade(s) Profissional(is) em Educação Física: Uma Revisão de Literatura, Roteiro, 41(3), 649-676, https://doi.org/10.18593/r.v41i3.9906
Vera, J. (2010). Autobiografía, identidad docente y conocimiento didáctico en la enseñanza de la Educación Física. Revista Complutense, 21 (2), 423-441. https://revistas.ucm.es/index.php/RCED/article/view/RCED1010220423A
Whittemore, R., Chao, A., Jang, M., Minges, K. E., & Park, C. (2014). Methods for knowledge synthesis: An overview. Heart & Lung, 43(5), 453-461. https://doi.10.1016/j.hrtlng.2014.05.014
Downloads
Published
Issue
Section
License
Copyright (c) 2023 E-balonmano Com
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
