Teaching monitorships and their contribution to Pre-Service Training: The perception of Physical Education academics who monitor collective sport subjects
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Abstract
Teacher training is a complex learning process involving the participation of students in teaching, research, and extension activities. Based on this premise, this study aims to understand how teaching monitoring in collective sports subjects contribute to Pre-Service Training in Physical Education. The work is characterized as an exploratory descriptive study following the principles of qualitative research. To achieve this purpose, we used semi-structured interviews with academics from the Physical Education course at the Federal University of Pelotas, who acted as monitors of some collective sports subjects in 2019, and its corpus was subjected to content analysis. The findings showed that monitoring significantly contributes to the initial training of Physical Education students. In this sense, monitoring constitutes an extremely relevant formative experience for the monitor, as his/her involvement with the teacher-students-contents provides a space for exchanging knowledge and shared learning.