ABSTRACT
The study identified the professional learning contexts most valued by school volleyball 52 teacher-coaches. A sociodemographic questionnaire and the Coaches Learning Context Scale were used for data collection. Data were analyzed using SPSS, version 20.0, adopting a significance level of 95% (p<0.05). While the younger teacher-trainers showed low appreciation of the formal context, the more experienced teacher-trainers valued all learning contexts. It is concluded that the existence of different profiles emphasizes the individual nature of the learning process and the need to consider them in implementing continuing education actions for these professionals.
Keywords:
Professional development; Teacher-coaches; Learning contexts; Extracurricular sport
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