ABSTRACT
The objective of this study is to analyze configurations and relations established (at university and school) between Physical Education (PE) student teachers and school agents during Supervised Teaching Traineeship (STT), according to different Basic Education levels. It is an exploratory-type research with mixed-method approach (quantitative and qualitative). Ninety (90) students enrolled in the PE undergraduate course at State University of Maringá, as well as 63 PE teachers working in municipal and state schools, participated in the survey and completed a questionnaire. For quantitative analysis, data were subjected to the SPSS Statistics 20.0 software, as well as to the Kruskal-Wallis and Dunn’s post hoc tests. Qualitative data were organized on the NVivo 10 qualitative analysis software using content analysis, as per to the configurational theory by Norbert Elias. Differences were observed in the following aspects: STT duration and closest relationships between PE students and school agents; proximity between university learning and school reality; and professional relationship between student teacher and advisor professor. Overall, there were interrelations between assessed aspects, established relations and STT configuration.
Keywords:
Teacher’s training; Supervised Teaching; Practice; Teaching.